Art is Possible

Abstract

This article describes how an art educator in a suburban public high school developed a holistic approach. It includes a brief theoretical frame work, an overview of the methodology used for constructing holistic art problems, and descrip tions of four components characteristic of holis tic classrooms. The author shares how holistic practices were implemented over a period of four years, and, through case studies, demon strates that authentic, well-crafted, meaningful art is possible employing a holistic approach to art education.

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