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Some programs, such as the Holmes Program, 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 art education 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 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.