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Message-ID: <34C7A797.47029A07> Date: Thu, 22 Jan 1998 12:10:00 -0800 From: Robert Beeching <robprod> Reply-To: robprod Organization: Robert Beeching Productions X-Mailer: Mozilla 4.02 [en] (Win95; I) MIME-Version: 1.0 To: an24.edu Subject: RE:DBAE FORMAT Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: 8bit
Pros and cons of DBAE for debate...
The Getty has mandated 96 million a year for art, and in 1986/87 formed the Education Division and introduced Stanford Professor, Elliot Eisner's version of Art Education "DISCIPLINE BASED ART EDUCATION" presenting four cannons for evaluation: "Aesthetics, Analysis, Criticism, and Production; a combination of "art history" and "studio art" experiences.
DBAE entered the field of art education at a period when the Visual and Performing Arts were experiencing DOWN-SIZING, and the positions of County Art Supervisors and school specialists were at a dramatic low. DBAE became the only kid on the block, and developed liaisons between education, government, and industry; scheduling and conducting seminars on the DBAE format.
The general criticism of DBAE is in the area of production where classroom teachers have been encouraged to submit lesson plans rather than producing a DBAE
curriculum standard. Consequently, many professors and teachers of art, object to the emphasis of looking over that of producing art in the classroom.
Because arts "methods" classes are not required for an elementary teaching credential by schools of education, a great percentage of elementary school teachers lack art training and find DBAE an acceptable format for their programs. School administrators like it because it does not cost anything to install.
Teachers of art object to the idea that art can be produced without lab facilities, materials, or proper equipment, and consider DBAE as an interim solution. There is very little association between most college and university departments of art and departments of education where there is a split in purpose and direction between professors of "studio art" courses, and those who teach "art education" courses. The former tends to emphasize "production", where as the latter generally emphasizes "theory" over practice.
There you have the "split" in a nut shell. Hope this helps your discussion group. -----------------rb , a