Discipline-based art education: Frameworks for planning content in the middle/junior high program

Abstract

This thesis examined the problem of identification and organization of content in discipline-based art education (DBAE) for the middle/junior high level. The literature in the field identified the content of DBAE, models to organize content, and information on planning programs appropriate for early adolescence. This research guided the development of two frameworks that represent the outcome of this study. One framework presents an overview of DBAE content from the disciplines of aesthetics, art criticism, art history, and art production. The other framework provides a format for selecting art content suited to the developmental level of students in a specific middle/junior high school art program. The frameworks were developed to assist art educators in planning the content of DBAE programs designed to lead students to an increased sophistication, understanding, and appreciation of visual art.