Mind in Art

This volume includes a discussion and history of a number of important theories in psychology, philosophy and aesthetics. The impact these theories have had on one another, on the education of children, and on the field of art education are examined. This book philosophically supports the viewpoint that art teachers need to become the principal change agents in art curriculum reform. To do so, these educators must be clear about what they want their students to know and be able to do, understand how learning in art effects students' cognitive understandings in other areas of the curriculum, and know how they can make their goals clear to students, parents and school administrators. The methodology used acquaints readers with some of the learning situations in which they will be expected to function, offers them various teaching and learning alternatives, and recommends some useful solutions for art curriculum development, student learning and assessment. This volume is designed to assist art educators in meeting the challenges of teaching the Goals 2000 curriculum and evaluation reform effort by acquainting them with both National Art Standards and with the assessment processes needed in order for them to become accountable.