Stanley S. Madeja

Structuring a Research Agenda for the Arts and Aesthetics

its dominant characteristic has been the selection of research questions by individual researchers and the absence of large-scale efforts to solve significant problems reaching across the various disciplines and areas of study. There are a few exceptions to this generalization, particularly the Arts and Humanities Program of the Office of Education. Created in 1962, it set the major research and development priorities for the sixties in five areas: the role of perceptual learning in the arts, the role of the arts in general education, investigation of the place of environmental design in general education, development of training programs, and the relationship of the arts to education for the disadvantaged. This was the first time a government agency defined priorities for research and development in the arts and aesthetics. Yet, the Arts and Humanities Program had a very short tenure and is already a program for the historian to report on; unfortunately, no direct support for research in the field has been forthcoming in recent years. The priorities were established, but no support was provided over a long enough period to have any significant effects. Another characteristic of the Arts and Humanities Program was the funding of individual researchers whose products related broadly to problems in the arts or aesthetics but had no direct relationship to one STANLEY S. MADEJA is vice-president of CEMREL, Inc., and director of its aesthetic education program. This article is reprinted with the permission of the author and publisher from Arts and Aesthetics: An Agenda for the Future, ed. S. Madeja (St. Louis: CEMREL, 1977).

A Curriculum Development Model for Aesthetic Education.

The intent of this paper is to describe the curriculum development model used by the Aesthetic Education Program of the Central Midwestern Regional Educational Laboratory. No attempt has been made to describe goals, processes, or products. These subjects are reserved for future articles. It is important to note that the model for developing curriculum is not a curriculum model for instruction. Aesthetic edu-