The Prime Value of the Arts in Education Lies, from My Point of View, in the Unique

QUOTES FROM ARTICLES ABOUT DBAE

Fu, Pin-Hui

The prime value of the arts in education lies, from my point of view, in the unique contributions it makes to the individual’s experience with and understanding of the world. The visual arts deal with an aspect of human consciousness that no other fields touches on.

Eisner, E. W. (1972). Educating Artistic Vision. New York:Macmillan, P9.

It is the case for art and art education I wish to present. This case rests upon three major arguments. First, work in the arts develops unique and important mental skills. Second, the arts represent the highest of human achievements to which students should have access. Third, the school is the primary public institution that can make such access possible for the vast majority of students in our nation.

Eisner, E. W. (1984). Art history, art criticism, and art production. Santa monica, CA: Rand corporation. Pix.

Art is viewed as a subject with content that can be taught and learned in ways that resemble how other subjects are taught in schools. Teachers are expected co teach their students by using written, sequentially organized curricula, and student progress is verified through use of appropriate evaluation methods. Goals, procedures, and evaluation are specific to the content of art but are consistent and compatible with those of general education. This approach has become known as discipline-based art education (DBAE)

Clark, G. A., & Day, M. D., & Greer, W. D. (1987). Discipline-Based Art Education: Becoming Students of Art. The Journal of Aesthetic Education, 21 (2), P131.

The idea of discipline-based art education acknowledges and builds upon recent developments in the field of art education, It asserts not only that content and procedures for teaching art should be derived from a number of key disciplines but also that the understanding and appreciation of works of art aesthetically is as significant as producing them.

Smith, R. A. (Ed.) (1989). Discipline-based art education: Origins, meaning, and development. Urbana, IL: University of Illinois Press. P4

DBAE now: seems to define art more broadly, includes art of other cultures, seems to no longer promote only the 100 canons of art made by dead white Euro-American males, seems to embrace the "popular arts" as worthy of serious consideration, no longer equates aesthetics only with aesthetic experiences and responses, realizes the limitations of aesthetic scanning, acknowledges that art has social content as well as form, and is tolerant of contributions of feminist scholars. If the writers who support DBAE have understood the objections and have responded in a way that satisfies the critics, as the characterization above suggests, the future of DBAE should be bright indeed.

Greer, W. D. (1993). Developments in discipline-based art education (DBAE): From art education toward arts education. Studies in Art Education, 34 (2), P94.

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