Smith, Earl P.
January 1973
Studies in Art Education;Winter73, Vol. 14 Issue 2, p35
Academic Journal
With the recent emphasis on systematic approaches to instruction the various elements of the schooling have come to be examined much more critically than in the past. The basis for this examination is at times favorable and at other times seems detrimental to the continued existence of art activity as part of the ongoing curriculum. On the one hand artistic (i.e., creative, productive activity) experience seems to be the last stronghold against the complete and total pre-planned, pre-packaged, instructional program in which student performance is only measured against what has been completely prescribed beforehand. On the other hand, those areas of the curriculum that cannot be justified either in terms of the development of fairly definitive abilities, skills, or increase in human potential by the learner, are not likely to receive continued support as other areas which make claim to the outcomes just prescribed. This current study was for the purpose of determining whether or not certain groups of teachers, either by subject teaching area or by psychological type, are likely to place emphasis on objectives for instruction that are behaviorally stated, specifically those that describe student performance.


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