Art Education and Human Development

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Getty Center for Education in the Arts, 1990 - Art - 63 pages
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Suggested paths that policy and practices should take in the realm of art education are made based on a review of the research done in several areas including specific knowledge about human development and human development from an artistic perspective. It is possible and desirable to devise curricula that are consistent with the values espoused in a culture and are developmentally appropriate and that also address the significant differences found among individuals. An examination of experiments in art education reveals the necessity of three factors particularly important to effective learning: viable curricular materials, excellent teacher training, and suitable modes of assessment. A lengthy list of references concludes the volume. (DB)

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Contents

The Theoretical Basis
6
The Relationship between Natural Development and Formal Education
23
New Constituents of Art Education
38
Copyright

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About the author (1990)

Howard Gardner is Hobbs Professor of Cognition and Education and Adjunct Professor of Psychology at Harvard University; Adjunct Professor of Neurology at the Boston University School of Medicine; and Codirector of Harvard Project Zero. He lives in Cambridge, Massachusetts.

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