Recommending that art be taught as a humanity, this volume provides a
        philosophical rationale for the idea of discipline-based art education.
        Levi and Smith discuss topics ranging over both the public and private
        aspects of art, the disciplines of artistic creation, art history, art
        criticism, and aesthetics, and curriculum proposals featuring five phases
        of aesthetic learning.
      While there is no consensus on how the various components of aesthetic
        learning should be presented in order to accomplish the goals of discipline-based
        art education, the authors point out that progress toward those goals
        will require that those who design art education programs bring an understanding
        of the four disciplines to their work. The introductory volume of a five-volume
        series, this book will appeal to elementary and secondary art teachers,
        those who prepare teachers at the college level, and museum educators.