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Abstract

More than 100 years ago, university-dominated educational commissions began ascribing a priority to school subjects in primary and secondary education. In defining the roles and purposes of the modern secondary school, educators struggled with how best to determine the relative importance of individual school subjects. In 1894, Harvard president Charles Eliot led the Committee of Ten on Secondary School Studies, established by the NEA to recommend that all secondary school students study a common curriculum focusing on sciences, history, reading, writing and arithmetic. Art and music were eventually placed in positions of curricular inferiority.

Author's Biographies

Todd Applegate is an artist and graduate student pursuing an MEd in the Department of Art at Columbus State University. He also serves as an adjunct faculty at CSU and Auburn University. His current research interests are painting and postmodern art education theory.

Kristen Evans is an Assistant Professor of Art and the Art Education Program Coordinator. Her research interests are in the areas of ceramic sculpture, foundation design, arts-based qualitative research, and collaborative instructional design.

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