![Experts in next day delivery. Before the bell rings.]({"type":"image" , "src" : "/sda/112415/JournalAd-UARE-Staples.gif"})
References
- Ballengee-Morris, C., & Stuhr, P. L. (2001). Multicultural art and visual cultural education in a changing world. Art Education, 54 (4), 6–13.
- Barkan, M. (1966). Curriculum problems in art education. In E. L. Mattil (Project Director). A seminar in art education for research and curriculum development, (pp. 240–255). University Park, PA: The Pennsylvania State University Press.
- Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Research, 18 (1), 32–42.
- Clark, G. A., & Zimmerman, E. (1978). A walk in the right direction: A model for visual arts education. Studies in Art Education, 19 (2), 34–49.
- Consortium of National Arts Education Associations. (1994). National standards for arts education: What every young American should know and be able to do in the arts. Reston, VA: Music Educators' National Conference.
- Cotner, T. L. (2001). Why study classroom art talk? Art Education, 54 (1), 12–17.
- Day, M. (1979). Child art, school art, and the real world of art. In S. M. Dobbs (Ed.). Arts education and back to basics (pp. 114–128). Reston, VA: National Art Education Association.
- Duncum, P. (2001). Visual culture: Developments, definitions, and directions for art education. Studies in Art Education, 42 (2), 101–112.
- Duncum, P. (2002). Clarifying visual culture art education. Art Education, 55 (3). 6–11.
- Eisner, E. (1990). Discipline-based art education: Conceptions and misconceptions. Educational Theory, 40 (4), 423–430.
- Feldman, E. B. (1987). Varieties of visual experience (3rd ed.). Englewood Cliffs, NJ: Prentice-Hall.
- Ferguson, M. (1980). The aquarian conspiracy: Personal and social transformation in our time. New York: Penguin Putnam Inc.
- Gardner, H. (1991). The unschooled mind: How children think and how schools should teach. New York: Basic Books.
- Jacobs, H. (1989). Interdisciplinary curriculum design and implementation. Alexandria, VA: Association for Supervision and Curriculum Development.
- Lanier, V. (1979). Enhancing the aesthetic potential. In S. M. Dobbs (Ed.), Arts education and back to basics (pp. 96–112). Reston, VA: National Art Education Association.
- Lowenfeld, V. (1957). Creative and mental growth. New York: Macmillan Co., Inc.
- Mittler, G. (1973). Experiences in critical inquiry: Approaches for use in the art methods class. Art Education, 26 (2), 16–21.
- Sabol, F. R. (2000). Studying art history through the multicultural education looking-glass. Art Education, 53 (3), 12–17.
- Stuhr, P., Petrovich-Mwaniki, L., & Wasson, R (1992). Curriculum guidelines for the multicultural classroom. Art Education, 45 (1), 16–24.
- Stuhr, P. (1994). Multicultural art education and social reconstruction. Studies in Art Education, 35 (3), 171–178.
- Szekely, G. (1990). New approaches to secondary art education—a program for the artist of the future. In B. E. Little (Ed.), Secondary art education: An anthology of issues (pp. 223–241).
- Ulbricht, J. (1998). Changing concepts of environmental art education: Toward a broader definition. Art Education, 51 (6), 22–34.