`Excellent real-life examples drawn from credible sources. I wish that policy-makers and administrators would read it in full!' Nancy Senn-Kerbs, Program Manager, Family Museum of Fine Arts & Science, Bettendorff, IA
In discussing how art education theorists, teachers and artists might think about art education in new ways, this book delves into five topics, each the subject of a separate chapter.
Donovan R. Walling is a writer, editor, educator, and consultant. He serves as a senior consultant for the Center for Civic Education. He has taught art, English, and journalism in the United States and abroad and has worked as a curriculum administrator in public school districts in Wisconsin and Indiana. From 1993 until 2006 he was director of publications for the education association Phi Delta Kappa International. Walling is the author or editor of more than a dozen professional books for educators and numerous articles and other publications. He is nationally recognized in the field of art education, where some of his publications include Under Construction: The Role of the Arts and Humanities in Postmodern Schooling (Phi Delta Kappa Educational Foundation, 1997); the Corwin Press books, Rethinking How Art Is Taught: A Critical Convergence (2000) and Visual Knowing: Connecting Art and Ideas Across the Curriculum (2005); the core chapter on visual and performing arts for the Association for Supervision and Curriculum Development's Curriculum Handbook (2002), and the "Art in the Schools" entry for Macmillan's Encyclopedia of Education (2003). Walling's recent books include Public Education, Democracy, and the Common Good (Phi Delta Kappa Educational Foundation, 2004) and Teaching Writing to Visual, Auditory, and Kinesthetic Learners (Corwin Press, 2006).
Introduction Thinking about Art Education Goals, Standards and Curriculum Reform A Disciplines Approach to Comprehensive Art Education The Influence of Postmodern Perspectives Constructivist Teaching in the Visual Arts The Technological Renaissance in Art Education Critical Convergence and the Future of Art Education