Profiles the life and achievements of Marion Richardson, who is credited with developing the child art movement, and inventing Writing and Writing Patterns. The article also traces Richardson's neglected contribution to art education. (BSR)

States that amidst optimism and controversy, discipline-based art education (DBAE) has entered the U.S. art education scene. Attempts to put DBAE in perspective, to identify its roots, and to alleviate the concerns of some about its message. (Author/BSR)

Discusses the development of nationally organized art and design education in 19th century England, focusing specifically on the Birmingham School of Design Art. Describes the school's increased autonomy despite centralized planning in London, stating that it challenged central control only after gaining financial independence. (GEA)

Discusses the content and arrangement of the archives of England's National Society for Education in Art and Design (NSEAD) and summarizes four sub-groups: (1) papers relating to the establishment of the Society of Art Masters 1887-1937; (2) trust deeds, official addresses, publishing and printing, and insurance 1913-1938; (3) minutes of meetings…

Discusses the early history, goals, and accomplishments of England's National Society for Education in Art and Design (NSEAD) which began as the Society of Art Masters in 1888 and became the National Society of Art Masters between 1909-1944. (GEA)

Considers John Ruskin's practical teaching of art at the Working Men's College in London and examines his objections to the government-sponsored approaches to art instruction. States that his aims and teaching deserve reappraisal for they may have a particular relevance in the changing relationship between education and society today. (GEA)

Discusses formalism, the aesthetic theory which recommends that the value of art be sought in the lines, shapes, and colors of the work and their interrelationships. Examines the exchange of theories and practices between British artists such as Roger Fry and John Ruskin, and U.S. scholars such as Denman Ross. (GEA)

Develops a conception of the arts as cognitive activities. Draws implications of this conception for the schools including the following: concepts of talent and lack of talent have been used too long to cover up for weak or non-existent arts programs, and full cognitive development cannot exist without substantial arts instruction. (JDH)

Divides visual literacy into three categories: basic, artistic, and aesthetic. Maintains that this expanded conception of visual literacy contains the potential to significantly alter the content and methods of art education. (JDH)

Maintains that an anthropological perspective offers exciting possibilities for developing intercultural understanding in the visual arts. Examines the problems encountered when applying this perspective to the visual art of radically different cultures. (JDH)

Reviews art education in the United Kingdom and the United States over the past 20 years and discusses future agendas. Identifies positive developments in the field and identifies short-comings. Calls for an overhaul of the structure of the school and stresses the need for the modeling of excellent teaching. (KO)

Describes Arts Propel, an undertaking that falls under the auspices of Project Zero which has been designed to investigate practical efforts in educational settings. Discusses findings emerging from the studies generated by Arts Propel. Lists some general trends that are well received by those involved in Project Zero. (KO)

Discusses the project Learning to See which is concerned with the aesthetic and design aspects of environmental study. Focuses on research work in the schools that is based on environmental experience. Presents a five-point plan for art and design relative to environmental study. (KO)

Points out that it is unfair to evaluate art and design courses by using information concerning initial employment. Stresses that lateral movement is necessary for gaining wide experience in the field of design and argues that first destination statistics do not reflect this situation. Suggests continuous monitoring of graduates. (KO)

Examines two designing traditions and their influence on architectural design education. Points out that the emphasis upon either idea or technique is often uneven in proportion even though design is, in fact, an interaction of the two. Suggests that success of a course depends upon its methodological focus as well as its content. (KO)