Six basic rationales for teaching art must be fused together if we are to reach the objective of helping non-artists achieve sensitivity in reacting to and acting upon their environment. The historical rationale reasons that if we can see the importance of art in previous cultures, we must transmit that importance in our culture by educating students in the fine arts. The art-for-art's-sake rationale encompasses satirical or ironic works which appear to serve corrective purposes as well as the enjoyment of art for its own sake. The theraputic value of art is in its creation of a temporary state of mind wherein an individual can feel a sense of self-fulfillment, and the creativity rationale implies the use of any positive or constructive action to aspire to self-fulfillment. The acceptance-of-subjectivity rationale refers to the ability of students to become self-aware through their own subjective responses to photographs. The end-of-work rationale stresses the value of training in photography for the photographic records which we create. This paper examines the role of photography and cinematography in each of these rationales and provides specific classroom practices that reveal the importance of these media for the visual arts. (SH)