Different effects of instructional strategies on recall and comprehension of terms frequently used in formal analysis of art were examined. The study looked at a synthesis of three theoretical positions: dual-coding theory, schema theory, and elaboration theory. Two-hundred and fifty sixth-grade students were randomly assigned to three groups: control subjects, graphic subjects, and transformational subjects. Instruments consisted of Raven's Standard Progressive Matrices (RSPM) and the Art Vocabulary Test (AVT). The program consisted of three phases: (1) a 10-minute study session; (2) an interactive discussion, and (3) a drawing task. The results suggested that imagery strategies help students form and retain associations between verbal and visual information. Graphic organizers may promote more flexible applications of the associations for individuals who have already acquired good problem-solving skills. The concrete associations obtained from transformational imagery strategies improve student recall of specific associations. However, interview data suggested that the approach may constrain the associated meaning. Trends in the data are consistent with elaboration theory and could inform scholars and researchers who wish to analyze effects of visual and verbal associations. (KM)