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Full-Text Articles in Education
Dbae And Clae, Nancy Johnson
Dbae And Clae, Nancy Johnson
Journal of Social Theory in Art Education
The foundations upon which knowledge is organized and presented in both discipline-based and cultural literacy approaches to art education are addressed. It is argued that the foundations for these two approaches are a result of conflicting views on the standardization of curricula and the perceived need for achievement oriented evaluation; these in turn are reflective of a fundamental difference in beliefs and assumptions as to the nature of education.
The Reality Construction Of Technocratic Rationality Through Dbae, Karen A. Hamblen
The Reality Construction Of Technocratic Rationality Through Dbae, Karen A. Hamblen
Journal of Social Theory in Art Education
The importance of differentiating between a discipline-based approach to art education and the prescribed DBAE curricular structure and goals presented by the Getty Center for Education in the Arts is developed. It is proposed that the Getty’s reliance on the characteristics of contemporary general education for the theoretical foundations of DBAE is restrictive and contributes to technocratic rationalism in art education, and disallows the development of cultural literacy.
Cultural Literacy As Social Empowerment, Laurie Hicks
Cultural Literacy As Social Empowerment, Laurie Hicks
Journal of Social Theory in Art Education
The concept of cultural literacy as a process of becoming socially empowered is developed. A comparison is made between “Getty-ized DBAE” with an approach to art education informed by the development of cultural literacy. How these approaches differ, not only in their design but in the fundamental goals which motivate and guide them is illustrated. An outline is presented of a pedagogical structure around which a cultural literacy approach to art education can be organized and implemented.
Dbae And Clae: Relevance For Minority And Multicultural Students, Barbara Boyer
Dbae And Clae: Relevance For Minority And Multicultural Students, Barbara Boyer
Journal of Social Theory in Art Education
The importance of art programming which reflects, and is responsive to the diverse needs of students in a multicultural society is examined. It is argued that the DBAE fails to consider the increasing diversity among the population of our schools in the prescription of standardized and achievement oriented curricula. It is further claimed that CLAE offers an alternative to DBAE which promotes sensitivity to the cultural make-up of our classrooms.