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.
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