An
Outline of the Rembrandt Teaching
Project
Curriculum Design
The
curriculum designs for the Rembrandt
Teaching Project are the Discipline-Based
Art Education Philosophy and the New
York State Art Learning Standards.
Discipline-based
art education grew out of an initial survey conducted by
the Getty Center for Education in the Arts in Los
Angeles, California. This approach calls for instruction
integrating the aesthetics, art criticism, art history,
and art production with the goals of creating,
appreciating, and understanding art. The approach is
titled "discipline-based" because it draws upon the
disciplines that contribute to the informed production
and understanding of art.
GOALS
The
establishment of districtwide programs of regular
instruction in art that lead to
- knowledge
about art
- understanding
of its production
- appreciation
of aesthetic properties of art
RATIONALE
Art
is a necessary part of general education. Studying
it:
- enables
development of a store of images that is the
foundation
- for much of our understanding of
art
- provides
a set of structures with which we think about
art
CONTENT
Information
and modes of inquiry are drawn from four
disciplines:
1. Aesthetics
- the nature and value of art
2. Art
Crticism - judgments about art
3. Art
History - cultural and historical content
4. Art
Production - techniques for expression
For more information
about Discipline-Based Art Education refer to
Discipline-Based
Art Education
A Curriculum Sampler
Edited by Kay Alexander and Michael Day
J. Paul Getty Museum
344 pages, 8 1/2 x 11 inches
121 b/w illustrations, binder
ISBN 0-89236-171-9
1991
Also, visit the following
Getty websites:
http://www.getty.edu/
and
http://www.getty.edu/artsednet/