IMPORTANT FIGURES

Manuel Barkan (1913-1970)
Manuel Barkan comes to the forefront of art education and research in the mid to late 1960s. Believing that art should be taught based on professional problems in the discipline, Barkan's approach to curriculum development is a precursor to the Discipline Based Art Education movement. Barkan publishes Curriculum Problems in Art Education in 1966 and is a participant in the early developments of the CEMREL project.

Jerome Bruner (1915- )
Jerome Bruner, one of the most prominent psychologists of the twentieth century, has a lasting effect on the role of education. He believes that education should emulate the real world and that disciplines, rather than subjects, should be at the heart of education. The recognition of art as a discipline worthy of inquiry can be traced back to Bruner's work in the early 1960s.

Viktor Lowenfeld (1903-1960)
Known for his philosophies concerning creative artistic expression and the child, Viktor Lowenfeld is one of the most significant figures in the history of art education. Although his theories and methodologies will not go into practice until the next decade, Lowenfeld is the single most influential leader of this era. In 1947, he publishes his most famous book, Creative and Mental Growth, and becomes a faculty member at Pennsylvania State College. His theories on the visual-haptic continuum and artistic development change the way art is taught in the classroom. His extensive research is one of his greatest contributions to the field.