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서지정보
ㆍ발행기관 : 한국조형교육학회
ㆍ수록지정보 : 조형교육 / 4권
ㆍ저자명 : Karen A. Hamblen
ㆍ저자명 : Karen A. Hamblen
목차
Characteristics of DBAECurriculum Form as Meaning and Content
Counter Influences
Conclusions
References
한국어 초록
Discipline-based art education (DBAE) is undoubtedly the most discussed and written about perspective in art education at this time. Most of the major journals of arts education have have devoted at least one issue specifically to DBAE; the National Art Education Association geals are decidedly discipline-based; major portions of the NAEA annual conference have been devoted to DBAE issues; and a series of forums, pilot programs and publication on DBAE have been sponsored by information and flurry of activity, discussions on what DBAE actually teaches remain, for the most part, a theoretical and speculative matter. Not surprisingly, there is an interest and even curiosity regarding what is learned in a discipline-based art education program(Salome, 1987a, 1987b).영어 초록
Discipline-based art education (DBAE) is undoubtedly the most discussed and written about perspective in art education at this time. Most of the major journals of arts education have have devoted at least one issue specifically to DBAE; the National Art Education Association geals are decidedly discipline-based; major portions of the NAEA annual conference have been devoted to DBAE issues; and a series of forums, pilot programs and publication on DBAE have been sponsored by information and flurry of activity, discussions on what DBAE actually teaches remain, for the most part, a theoretical and speculative matter. Not surprisingly, there is an interest and even curiosity regarding what is learned in a discipline-based art education program(Salome, 1987a, 1987b).참고 자료
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