The Essex County Vocational Technical Schools Course Plan provides a three-year Commercial Illustration curriculum. The curriculum outlines the prerequisites for each program level for students to move along the competency-based continuum of skills that spans the three years. The curriculum course description identifies major topical units presented in each course level and is designed to prepare students to enter the job market on an entry-level basis or post-secondary education. Each level in the commercial illustration course is created to introduce students to the foundation of design concepts, art making, computer design and art history in a series of project tasks. Each project task is designed to engage students in problem solving, creative and reflective thinking skills and critique methods. In this book, Efland explains the objective of the arts is to comprehend how teaching the arts contribute to social and cultural perspectives that each individual inhabits. He suggests the concept of cognitive mapping to explore the possibilities of developing knowledge, understanding and using the imagination in visual arts. Efland argues cognitive flexibility is a level of the mind that …show more content…
They claim if art educators want to be taken seriously, they have to make other arguments to justify their significance in the classroom. The authors’ examines the framework of studio art of several art educators and observes how they teach and what the students learn in the classroom. The book is divided into three parts: studio classroom, studio habits of mind, and integrating studio structures with studio habits of the mind. Each part examines teachers and their practices in the classroom. The authors conclude, visual art teaches students not only art making but an understanding of the art world outside the