This article discusses how articles written by art teachers in the magazine SchoolArts reflect developments in multicultural and discipline-based (DBAE) art education in the United States. SchoolArts, which has the largest readership of any art publication, reflects current
classroom practices. Examining the articles in SchoolArts over a period of 33 years revealed that art teachers continue to teach multicultural art education based on the ‘additive approach’, which concentrates on cultural events that occur throughout a calendar year. Discipline-based
art education has provided additional impetus for art teachers to write articles, in the form of lessons, about personal multicultural experiences. The article argues that, overall. articles on multicultural art in SchoolArts lack sufficient historical content and other pertinent information,
thus missing the very goal teachers are trying to fulfil – to make the curriculum more culturally diverse.
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United States of America;
Document Type: Research Article
University of Wisconsin
Publication date: April 1, 2005
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The International Journal of Education through Art is an English language journal that promotes relationships between art and education. The term 'art education' should be taken to include art, craft and design education. Each issue, published three times a year within a single volume, consists of peer-reviewed articles mainly in the form of research reports and critical essays, but may also include exhibition reviews and image-text features.
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