The Essentials of a Quality School Art Program: A Position Statement by the National Art Education Association.

Institution	National Art Education Association, Reston, VA.
Titel	The Essentials of a Quality School Art Program: A Position Statement by the National Art Education Association.
Quelle	, (11 Seiten)Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Aesthetic Education; Art Appreciation; Art Education; Art Materials; Art Products; Art Teachers; Class Organization; Classroom Design; Creative Expression; Creativity; Curriculum Development; Educational Needs; Educational Objectives; Elementary Secondary Education; Grouping (Instructional Purposes); Guidelines; Individual Development; Program Development; Self Expression; Skill Development; Student Needs; Teacher Role; Teaching Methods + Suchen Sie Ihr Suchwort? Ästhetische Bildung; Kunstverständnis; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Künstlerische Produktion; Art teacher; Kunsterzieher; Kunsterzieherin; Klassenraumgestaltung; Kreativität; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Educational need; Bildungsbedarf; Educational objective; Bildungsziel; Erziehungsziel; Grouping; Gruppenbildung; Richtlinien; Individuelle Entwicklung; Programmplanung; Ausdruck; Kompetenzentwicklung; Qualifikationsentwicklung; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The National Art Education Association prepared this guide to help elementary and secondary schools develop quality art programs. Opinions stressed in the guide are that art experiences are an essential part of an educational program and that all students must be offered a carefully planned, developmental art program from kindergarten through high school. Four aspects of art must be emphasized: seeing and feeling visual relationships, producing works of art, knowing about and understanding art objects, and evaluating art products. Programs in elementary grades should stress creating works of art with a variety of materials and processes. Teaching methods should consider homogeneous grouping of students, flexible scheduling, and use of new technology. Secondary level art programs should offer opportunities for students to develop basic skills and to work in small groups. Art teachers at every grade level must be familiar with the nature of visual arts, elements and principles of visual organization, visual art materials and processes, and the functional role of visual arts in past and present cultures. Teachers must also be aware of developmental variations in children and relate the art experience to each child's needs. Requirements for space, equipment, facilities, materials, time, and scheduling are also discussed. (Author/AV)
Anmerkungen	National Art Education Association, 1916 Association Drive, Reston, Virginia 22091 ($1.00 for 4 copies, paper covers)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01