A discipline-based art education curriculum for the liberal arts college
Welter, Cole H
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This study investigates 1) the historical background of discipline-based art education theory and practice, 2) the current range of visual arts courses offered the non-art major at 101 American liberal arts colleges, and 3) the nature of a visual arts curriculum designed to strengthen the purpose and place of the visual arts within core programs of general college education. The survey and historical review reveal that less than three credit hours of fine-arts study are required of non-art majors, that the majority of visual arts courses offered to the non-art major are of the art appreciation or art history survey type, and that the formal, integrated college-level study of art history, art criticism, aesthetics, and studio art is nonexistent. Based on these findings, this study outlines a visual arts curriculum that seeks to replace traditional art appreciation and art history survey courses. The proposed curriculum is founded on the concepts associated with discipline-based art education theory, and suggests a visual arts course whereby liberal arts colleges could combine the study of art history, art criticism, aesthetics, and studio art.