Abstract
Abstract This chapter discusses the revolt against progressive art education spearheaded by Elliot Eisner in the form of Discipline-Based Art Education (DBAE). Whereas progressive art education was a reaction against the mind-numbing method inflicted on children in the 19th century, DBAE was a reaction against an extreme form of progressive art education that resulted in a hands-off, laissez-faire approach. DBAE called for art education to include not only studio art but also art history, art criticism, and aesthetics. It called for the development of a sequential curriculum by experts and rigorous assessment of learning. The strengths of DBAE included the insistence that art be a necessary part of general education with funding equivalent to that given to other school subjects, as well as a refusal to justify arts education in terms of something else—whether manual dexterity and skills for industry (as in the 19th century) or personal and emotional development (as in the first half of the 20th century). However, DBAE stoked controversy as art educators rebelled against the idea that there was one right way to teach art which they believed was being pushed on them.
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