Abstract
Abstract This chapter examines two tenets of the American progressive movement in art education: the belief that the arts should be connected with the academic curriculum (which would also be a way of getting more arts into the classroom) and the recognition of the importance of aesthetic experience in human development. These two principles helped propel both the arts integration and the aesthetic education movements. Both movements were attempts to make the arts available to all children at the elementary school level, and both often involved the use of teaching artists brought in from arts organizations rather than the classroom teacher.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
