Art Education


     Darbyshire , L. (Ed.) (1990). The Collector's encyclopedia of toys and dolls. Seacaucus, New Jersey : Chartwell Books.

       NK 9509 C65 1990

Summary:     The Collector’s Encyclopedia of Toys & Dolls edited by Lydia Darbyshire is an essential guide book for all aspiring Collectors. This wonderful large reference guide contains practical and informed advice on what to collect. The timeless appeal of toys and dolls shows no sign of abating as antiques demand ever-increasing process in auctions. It is a great 256 page “how to” book; how to collect valuable toys and dolls; how to create displays with them; how to preserve your collections; how to clean your items; and how to care for many kinds of dolls and toys.   The detailed text is accompanied by over 400 exquisite full color photographs! Major Manufacturers in Europe and the United States, as well as noteworthy collections and museums, are also listed. This book is suitable for the beginner as well as the more experienced Collector. If you are interested in learning more about collecting valuable toys and dolls of all kinds, this is the book for you!


Eisner, E. W. & Day, M. D. (Eds.). (2004).  Handbook of research and policy in art education. Mahwah, N.J. : L. Erlbaum Associates, Publishers.

     N 103 H36

Summary:  “The Handbook of Research and Policy in Art Education marks a milestone in the field of art education. Sponsored by the National Art Education Association and assembled by an internationally known group of art educators, this 36-chapter handbook provides an overview of the remarkable progress that has characterized this field in recent decades. Organized into six sections, it profiles and integrates the following elements of this rapidly emerging field: history, policy, learning, curriculum and instruction, assessment, and competing perspectives. Because the scholarly foundations of art education are relatively new and loosely coupled, this handbook provides researchers, students, and policymakers (both inside and outside the field) an invaluable snapshot of its current boundaries and rapidly growing content. In a nutshell, it provides much needed definition and intellectual respectability to a field that as recently as 1960 was more firmly rooted in the world of arts and crafts than in scholarly research”.



     Dempsey, A.   (2002).   Art in the modern era: A guide to styles, schools & movements: 1860 to the present. New York : Harry N. Abrams.

       N 6490 D46

Summary:     “The complex changes during the past 150 years of art history can at times create something resembling a Gordian knot. Dempsey, who has extensive museum experience and a Ph.D. in art history from the Courtland Institute in London, deserves praise for sorting out more than 300 movements, stylistic spin-offs, and convoluted political and interdisciplinary influences in this excellent work. The highly compact yet astute entries are freely cross-referenced, and a good fold-out time line allows for quick visual understanding features that help to clarify the web of relationships among burgeoning theories and practicing artists. In addition, each entry cites important collections and key sources for further study. European and North American painting, sculpture, architecture, and design are emphasized, as are installation, performance, sound, video, and Internet art. (The author felt that, given their scope, photography and film should be treated in a separate volume.) All major and minor movements are mentioned in this very comprehensive guide, which could easily become a standard for modern art survey courses, making it a sensible purchase for most libraries”. -- Susan Lense, Upper Arlington P.L., OH


     Henry, C. (1999). Standards for art teacher preparation.   Reston, Va. : National Art Education Association.

        N 88.3 S73 1999

Summary:       “Standards for Art Teacher Preparation represents the characteristics that high-quality programs for preparing arts educators should possess to ensure that all art educators are capable of providing excellent art instruction for all students. It includes the content and pedagogical practices of the preparation programs as well as the knowledge, skills, and attitudes of the faculty in such programs. In addition, the Standards for Art Teacher Preparation are inclusive of those of the National Association of Schools of Art and Design (NASAD) and the National Council for the Accreditation of Teacher Education (NCATE)”.


Kleiner, F. S. & Gardner, H. (2014). Gardner's art through the ages: A concise Western history. (3rd ed.) Australia : Wadsworth Cengage Learning

     N 5300 G252 2014       Ed-60422

Summary:     "Gardner's Art Through The Ages: A Concise History Of Western Art, 3E, International Edition" has been written from the ground up as a one-semester, student-friendly introduction to the history of Western art, while retaining the impeccable reliability and scholarship of "Gardner's Art Through The Ages, International Edition". This beautifully illustrated text, by award-winning scholar-teacher Fred Kleiner, includes many new features that make it easier than ever for your students to master the material. "Gardner's Art Through The Ages: A Concise History Of Western Art, 3E, International Edition" has built its stellar reputation on the inclusion of the most significant images and monuments, discussions of works in their historical and cultural contexts, reproductions of unsurpassed quality, and the consistent voice of a single storyteller. The text includes a new chapter on contemporary art from 1980 to the present, coverage of new artworks, hundreds of images that have been upgraded for clarity and color-fidelity, and additional cultural context”.


    Gerlings, C. (2013). 100 great artists: A visual journey from Fra Angelico to Andy Warhol. London : Arcturus Publishing Limited

     N 40 G47 2013       Ed-60389

Summary:     “This book showcases, in full color, the works of one hundred painters who represent eight centuries of the European tradition—from Giotto in the thirteenth century to Hockney in the twenty-first. Arranged alphabetically for easy reference, each artist occupies a double-page spread that contains a selection of pictures, accessible text, and a biographical timeline. A must-have collection for general readers, art students, and practitioners alike”.


      Rushlow, B. B. (Ed.). (1999).     Purposes, principles, and standards for school art programs.   Reston, Va. : National Art Education Association.

        N 353 P87 1999

Summary:     “Purposes, Principles, and Standards for School Art Programs has been fully updated to reflect current issues in the field of art education. Checklists embedded in charts allow users to indicate where their school or district stands in relation to the criteria—which has been expanded to include district-wide, elementary, middle, high school, and superior standards. The release dovetails with the revision and release of the National Core Arts Standards in the Visual Arts. The criteria within the checklists reflect opportunity-to-learn standards that impact capacity for fully implementing the new National Core Arts Standards as well as state and local standards in the 21st century. The Board of Directors of NAEA has adopted Purposes, Principles, and Standards for School Art Programs as an official position of the Association, directed toward the promotion and recognition of educationally sound art programs in the elementary, middle, and secondary schools of the United States and Canada”.

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