se of the study of art is ultimately to acquire lenses or structures that we use to construe the world" (Greer 93). In this approach, these structures are peculiar to each discipline. Ideally, students acquire a more sophisticated ability to understand art works, and will learn to "inquire in the manner of discipline experts" (Greer 93). This view of art education implies that the subject's role in the curriculum needs to be expanded--either with more art-exclusive class time, or more art history and criticism integrated into other subjects (e.g., history or writing instruction).
As Feldman noted, it is a fundamental precept of this expanded version of art education that the art teacher "must assume a role vis-a-vis man-made imagery that is analogous to the role of the teacher of reading and literature" (cited in Stinespring and Kennedy 34). The leading version of this approach is Discipline-Based Art Education (DBAE), developed under the aegis of the Getty Center for Art Education in California. The DBAE approach proposes that art education
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