Ching-Yi Wang
July 2010
International Journal of Organizational Innovation;Summer2010, Vol. 3 Issue 1, p116
Academic Journal
This article begins with a short history and definition of folk art and its relationship to visual culture and art education. The major focus of the article is a discussion of the attitudes and beliefs of art educators toward folk art and visual culture. Qualitative research results are presented with the perceptions of practicing teachers and pre-service educators given. From the findings, it was determined that in order to integrate Folk Art into the curriculum, it needs to be included in pre-service courses and professional development for art teachers. Inclusion of folk art could expand the educational base and help students develop wider cultural and world views. In addition, educational programs need to foster more opportunities for teachers to study abroad or to provide more cultural exchange programs with other countries. Finally, suggestions are made with respect to the integration of folk art as a teaching method into the art education curriculum.


Related Articles

  • Exemplary Content, Curricula, and Criteria for Assessment in Art Education. Carpenter II, B. Stephen // Art Education;Nov2006, Vol. 59 Issue 6, p4 

    The article discusses various reports published within the issue. A report by Karen Popovich offers a visual arts curriculum based on 10 years of designing curriculum and assessment tools. James Haywood Rolling, Jr. writes about how some 4th grade students responded to a contemporary...

  • FOLK ART IN THE URBAN ART ROOM. Heise, Donalyn // Art Education;Sep2010, Vol. 63 Issue 5, p62 

    The article presents the author's view regarding the integration of folk art and urban K-12 art education in the U.S. The author denotes the significance of folk art to urban art education citing its ability to address art-related challenges, empowering young minority students, and promoting...

  • Improvisational Pedagogy. Dailey, Sheron J.; Logan, Christie // Future of Performance Studies: Visions & Revisions;1998, p181 

    The article presents the author's views on the scope of improvisation in education curricula using performance practices in classrooms. The author states that traditional instructional formats are inadequate to offer participatory instructional methods called embodied practice methodology....

  • Building Rubrics into Powerful Learning Assessment Tools. Stefl-Mabry, Joette // Knowledge Quest;May/Jun2004, Vol. 32 Issue 5, p21 

    Focuses on how students built rubrics as authentic assessment instruments during the planning stages of the curriculum project. Effective data gathering and assessment; Media defense.

  • Foundation Grant Boosts Global Education in Arkansas.  // Education Week;10/26/1988, Vol. 8 Issue 8, p2 

    The article reports on the 450,000 dollars award that was given by the Rockefeller Foundation to Arkansas for a project that calls for the improvement of schools' way of teaching. The project was funded by the foundation's Collaboratives for Humanities and Arts Teaching. It includes training of...

  • Global Studies--A Special Education at Brooklyn Heights Montessori School. Foran, Molly // Montessori Life;Summer2004, Vol. 16 Issue 3, p32 

    Discusses a curricular unit on Egypt developed by The Little Room Big Kids, the K-2 classroom serving the oldest children with special learning needs in The Little Room program, at Brooklyn Heights Montessori School in Brooklyn, New York. Goal of the program; Projects of the students after...

  • Expanding the Availability of High School Art. Hubbard, Gary; Witkowski, Adrien // Art Education;Apr/May75, Vol. 28 Issue 4, p14 

    The article focuses on how art teachers help in making available the art education among high school students by creating an instructional system that has been developed and applied successfully. Since it is hard for art teachers to reach all of the students in their schools and when art becomes...

  • Beyond Aesthetic Education. Lanier, Vincent // Art Education;Nov83, Vol. 36 Issue 6, p31 

    The author criticizes the current art education curriculum, which focused on aesthetic education. He discusses the issues he observed, which were the 1960s concept of art instruction as aesthetic education, based on the Brunerian concept of adult art roles, such as art critics, models for...

  • Discipline-Based Art Education and the New Aesthetics. van de Pitte, M. M. // Journal of Aesthetic Education;Summer94, Vol. 28 Issue 2, p1 

    The article focuses on the evolution of aesthetics's role in the development of ideas regarding the nature and goals of discipline-based art education (DBAE). Such evolution is a result of minimal actual role due to the traditionality of aesthetics designed for the classroom. It is inferred that...


Read the Article


Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics