Recommending that art be taught as a humanity, this volume provides a         philosophical rationale for the idea of discipline-based art education.         Levi and Smith discuss topics ranging over both the public and private         aspects of art, the disciplines of artistic creation, art history, art         criticism, and aesthetics, and curriculum proposals featuring five phases         of aesthetic learning.       While there is no consensus on how the various components of aesthetic         learning should be presented in order to accomplish the goals of discipline-based         art education, the authors point out that progress toward those goals         will require that those who design art education programs bring an understanding         of the four disciplines to their work. The introductory volume of a five-volume         series, this book will appeal to elementary and secondary art teachers,         those who prepare teachers at the college level, and museum educators.