stitute for Educators on the Visual Arts, has supported the reform movement in art education. The Getty Trust and the Institute for Educators on the Visual Arts have actively promoted and advocated the concept of discipline based art education, within public schools, throughout the United States. Most prospective art teachers will be familiar with the theory of discipline based art education (DBAE). According to DBAE, art is broken down into four disciplines: aesthetics, studio art, art history and art criticism (Greer, 1984, p. 214).
In its initial form, DBAE was eurocentric and male chauvinist (Greer, 1993,p.93). The theory has progressed to include multicultural elements (See Delacruz & Dunn, 1995). DBAE has always included recognition that art is created within a cultural and historical context (Greer, 1984, p. 215). This is in direct contrast to Staniszewski's position that art and popular culture can share the same historical time period but cannot share the same context (Staniszewski, 1995, p. 190). DBAE recognizes, in order to appreciate art, the person needs to understand the cultural and historical significance of the piece of art work.
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