1. Chloe Beckmeyer, 5th grade, Hyde Park School, Age 10
Ideological Inquiry Project
Cindy Beckmeyer, Arte 6012 October 2013

2. Interview #1
Is your art teacher an Artist?
Can an Artist be a teacher?
What are you learning in art class?
Why do you think you are being
taught that?
Do you critique or share your work
with others?
What do you like best about art class?

3. What was the Prompt for
the Lesson Plan?
Salvador Dali's Persistence of Memory for a Fantasy Landscape and Grand Wood's
Fall Plowing to compare a Fantasy Landscape to a Realistic Landscape.
Chloe could not remember either artist presented.
Students were asked to create their own fantasy landscape...
but they had to include a shoe.

4. Student
Solutions

5. In the Classroom...
#5 “I will understand that
the context of an
art object has an effect
on how that object is
perceived.”

6. Art Educator Field Research
Email Question: I am writing a paper for a graduate level class about art
created in the classroom and the ideological framework influencing the
curriculum behind it.
Most of my lessons are DBAE so I would say my ideology closely matches
Perennialism :) I also make sure to teach Elements and Principles. I also like
to promote self discovery,
I hope this helps.
:) Best
Tina Best
Hyde Park School
3401 Edwards Road
Cincinnati, OH 45208
513-363-2830

7. Research: DBAE Characteristics
A. RATONALE
1.The goal of discipline-based art education is to develop students abilities to understand and appreciate art.
This involves a knowledge of the theories and contexts of art and abilities to respond to as well as to create art.
2.art is taught as an essential component of general education and as a foundation for specialized art study.
B. CONTENT
•Content for instruction is derived primarily from the disciplines of aesthetics, art criticism, art history, and art production .
These disciplines deal with: (1) conceptions of the nature of art, (2) bases for valuing and judging art, (3) contexts in which art has been created, and
(4) processes and techniques for creating art.
•Content for study is derived from a broad range of the visual arts , including folk, applied, and fine arts from Western and non-Western
cultures and from ancient to contemporary times.
C. CURRICULA
1.Curricula are written with sequentially organized and articulated content at all grade levels .
2.Works of art are central to the organization of curricula and to integration of content from the disciplines.
3.Curricula are structured to reflect comparable concern and respect for each of the four art disciplines.
4.Curricula are organized to increase student learning and understanding. This involves a recognition of appropriate developmental levels.
D. CONTEXT
•Full implementation is marked by systematic, regular art instruction on a district-wide basis, art education expertise, administrative support, and
adequate resources.
•Student achievement and program effectiveness are confirmed by appropriate evaluation criteria and procedures.

8. Interview #2
What are your favorite art projects
and why?
Learning how to express herself
visually.
Using materials in unique ways.
Remembering some fundamental
Principles of Art.

9. Findings
Chloe is being exposed to various forms of art such as Folk Art and
Western Culture Themes in her current class.
She is encouraged to share her art with her community and proud
to display her work in art shows.
Her earlier artwork featured ideological references to self expression
and understanding the principles of art and design.
Chloe is being taught to understand the disciplines of aesthetics,
some art history and art production.
Chloe is experiencing a blending of idealogical influences including
mostly Perennialism, Existentialism and some Progressivism.

10. Ideology in Chloe’s Art Room

11. Thoughts...
As Jerome Bruner proposed that instead of asking “How do children learn”, we should be
asking ,”How do children make meaning?” We must enter the real world in order to
understand the culture of learning.(Shank pg. 96)
“...education doesn’t need to be reformed -- it needs to be transformed. The key to this
transformation is not to standardize education, but to personalize it, to build achievement
on discovering the individual talents of each child, to put students in an environment
where they want to learn and where they can naturally discover their true passions.”
-Ken Robinson, The Element: How Finding Your Passion Changes Everything
Can we blend ideologies to suit both the teacher, student and
administrative needs? Does one need to be sacrificed to satisfy
the other?

12. References
"Discipline-Based Art Education: Becoming Students of Art", P-135, Journal of Aesthetic Education, Vol. 21, No. 2, Summer 1987.
Sullivan, Graeme, Art Practice as Research, Inquiry in Visual Arts 2e, Sage Publishers, CA, p.96
Ms. Tina Best, Hyde Park School, Cincinnati OH, www.BestTin@cpsboe.k12.oh.us