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Revisiting Curriculum Conceptions: A Thematic Perspective

Elizabeth Manley-Delacruz
Visual Arts Research
Vol. 16, No. 2 (Fall 1990), pp. 10-25
Stable URL: http://www.jstor.org/stable/20715727
Page Count: 16
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Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Revisiting Curriculum Conceptions: A Thematic Perspective
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Abstract

The following paper reviews curriculum frameworks developed by Eisner and Vallance (1974) and Giroux, Penna, and Pinar (1981) as a context for reconsidering conflicting notions about the nature and purposes of art teaching. Recommendations regarding art education curricula proposed by the Getty Center for Education in the Arts, and the ensuing debates over discipline-based art education, are then discussed in relation to these frameworks. This review suggests that the controversy over curricula in the visual arts is motivated by a movement in education at large toward critical social theory, and concludes that the academic debates that characterize our field may be seen as healthy, as such dialogue encourages us to identify and examine changing assumptions about teaching and learning that underlie currculum endeavors.

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