Handbook of Research and Policy in Art Education (review)

Handbook of Research and Policy in Art Education (review) Book Reviews HANDBOOK OF RESEARCH AND POLICY IN ART EDUCATION, edited by Elliot Eisner and Michael Day. Mahwah, N.J.: Lawrence Erlbaum, 2004, 879 pp., $90.00 paper. The Handbook of Research and Policy in Art Education is an 875-page compendium of articles addressing nearly every conceivable issue in the field and is, if nothing else, a valuable tour de force for any reader who wants to come up to speed on issues in the field. It is not, however, either strictly a handbook or a complete exploration of either art education policy or research. This in no way diminishes its potential value as a source for policy issues and research that are of significant concern to the field. The publication presents 36 individual or joint authored chapters on (1) historical currents in art education, (2) policy perspectives impacting the teaching of art, (3) learning in the visual arts, (4) teaching and teacher education, (5) forms of assessment in art education, and (6) emerging visions of the field. Each of the six sections begins with a short introductory statement by the researcher responsible for reviewing the essays in that session. These section editors include F. GraemeChalmers, Ralph Smith, Anna Kindler, http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The Journal of Aesthetic Education University of Illinois Press

Handbook of Research and Policy in Art Education (review)

The Journal of Aesthetic Education, Volume 40 (1) – Mar 6, 2006

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Publisher
University of Illinois Press
Copyright
Copyright © 2006 Board of Trustees of the University of Illinois.
ISSN
1543-7809
Publisher site
See Article on Publisher Site

Abstract

Book Reviews HANDBOOK OF RESEARCH AND POLICY IN ART EDUCATION, edited by Elliot Eisner and Michael Day. Mahwah, N.J.: Lawrence Erlbaum, 2004, 879 pp., $90.00 paper. The Handbook of Research and Policy in Art Education is an 875-page compendium of articles addressing nearly every conceivable issue in the field and is, if nothing else, a valuable tour de force for any reader who wants to come up to speed on issues in the field. It is not, however, either strictly a handbook or a complete exploration of either art education policy or research. This in no way diminishes its potential value as a source for policy issues and research that are of significant concern to the field. The publication presents 36 individual or joint authored chapters on (1) historical currents in art education, (2) policy perspectives impacting the teaching of art, (3) learning in the visual arts, (4) teaching and teacher education, (5) forms of assessment in art education, and (6) emerging visions of the field. Each of the six sections begins with a short introductory statement by the researcher responsible for reviewing the essays in that session. These section editors include F. GraemeChalmers, Ralph Smith, Anna Kindler,

Journal

The Journal of Aesthetic EducationUniversity of Illinois Press

Published: Mar 6, 2006

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