Note: To protect the privacy of our members, e-mail addresses have been removed from the archived messages. As a result, some links may be broken.
Some programs, such as Holmes Programs, try to provide preservice
students with more (and earlier) field experiences and more field
experiences that are integrated with and related to university methods
classes. This provides more in-depth and varied field experiences,
which is a partial answer to some of your concerns, but again, in a
quality art education program, the topics you cite are dealt with as an
"ordinary" part of the course/field experience curriculum. I would hope
that these are positive changes from the 1960s when methods classes
were often few, taught by generalists, were not specific to art
education, etc. Hence, I think that history does teach us some
lessons--and that it is essential that all art educators have a basic
understanding of what has happened in our history--it makes for art
teachers that are thoughtful and knowledgeable of the implications of
new developments (some are not very new)--and university instructors
who do not "repeat the errors of the past," to paraphrase.