Discipline-Based Art Education This section of

The next section of the review examines literature related to the advantages and benefits of DBAE programs for students; this is followed by a discussion of literature related to improving DBAE efforts and programs. Finally, the implications of the reviewed material for the development of DBAE programs in Qatar are discussed.

Definition, Examples and Benefits of DBAE Programs

Definition. Black (1996) defines discipline-based art eduction (DBAE) as the integration of art into the curriculum. For example, instead of taking an art class, students in social studies class would receive instruction using art as one method of communicating the discipline-related information.

According to Greer (1992), the philosophical and conceptual foundation of DBAE can be found in the early work of Harry S. Broudy. Broudy lived at a time when aesthetics education was reserved solely for the elite of society; he argued, however, for making art education the right of every citizen.

Greer (1992) states that introducing art as an instructional element of the curriculum of other disciplines does just that; that is, it makes art learning accessible to every student. Moreover, Greer reports that, when DBAE is offered at

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would affect their popularity status, or their level of self-concept. Qualitative and quantitative research methods were utilized in addition to a self-portrait drawing, a sociogram, and the Piers-Harris Children's Self-Concept Scale. The underlying rationale for the study, with respect to multicultural goals was, according to Floyd (1997), based on the fact that: African-American children often fail to add skin tone color to their self-portrait drawings. Being able to positively identify with one's self is essential in today's multicultural society... no studies have addressed the enhancement of African-American children's self-concept through a discipline-based multicultural art curriculum. (p. 701) Subjects in the study 238 fourth- and fifth-grade students from two public schools in central Florida. The findings observed for qualitative analyses of body color were said to indicate that the students became more cognizant of using skin tone color in their self-portrait drawings. However, quantitative results of body color indicated that the pretest was not an effective covariant for the posttest. Sociogram analyses indicated that the more popular students were perceived as role models. The Piers-Harris Children'
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Approximate Word count = 2659
Approximate Pages = 11 (250 words per page)