Section One of this report describes art education as it exists in American schools. Section Two discusses societal factors adversely affecting art education. Section Three examines National Endowment policy for improving art education. Section Four discusses deceptive panaceas for such improvement. Section Five provides recommendations for…

Education through art or any other subject will not automatically humanize anyone. The effect that art and art education can have on individuals and on society depends to a large extent upon the social responsibility or the moral stance of the teacher, the parent, and the artist. (Author)

In this theoretical discussion, still photography is viewed as a tool which can be used in the creation of meaning and as a medium for social inquiry. Three specific functions of photographic inquiry are explored: the anthropological, the normative, and the intuitive. (Author/SJL)

A narrative description is given of a 14-week interdisciplinary (art and education) course offered by the University of Nevada, Reno. The course utilized commercial films and dealt with the Black, Asian, Chicano, and Native American experience. Films used, student comments, and the students' film evaluation form are included. (SJL)

The authors suggest that photography teachers can help students develop their language skills, since photography, writing, and speaking all involve the same creative skills of articulating feelings, organizing impressions and experiences, and evaluating creative works. Specific activities correlating photography and language are described. (SJL)

Guidelines and advice are given on writing for scholarly journals, including planning article content and format, writing, editing, selecting a journal, submitting the manuscript, and corresponding with the publisher. (SJL)

Though the world of schooling may be in trouble, the world of art is booming, and though few of the benefits have yet percolated through the schoolhouse walls, there are hopeful signs and, indeed, several genuine innovations, such as Advanced Placement and CEMREL's Aesthetic Education Program. (Author/SJL)

A check of staff development plans in 67 Florida counties revealed 143 components for arts-related professional growth. While briefly summarizing objectives for working with art media, this article concentrates on the in-service objectives related to more general teaching competencies, such as class management, instructional methods, and program…

The authors present a definition of art games and a rationale for their use, particulary with special students. They also describe three specific games: The People Game, Go Look, and Texo, and explain how each might aid in remediating learning problems. (SJL)

Section One of this article reviews extant theories of children's art. Section Two outlines evaluative criteria based on developmental approaches: degree of representational detail, expressiveness, and representational accuracy. Section Three explores the theoretical support for alternative standards for evaluating children's drawings. (SJL)

After reviewing the socialization models of Berger and Luckmann, Speier, and Piaget, the author relates the drawing process to these theories as a form of social interaction, citing changes in drawing style and subject matter with gains in social maturity. She concludes with implications for art educators. (SJL)

Throughout European history, artists have celebrated the values of their patrons. Today, the schools are the largest employer of artists. To justify art education according to current Back-to-Basics values, art teachers should explain visual art as a language, which they can teach students to read and use. (SJL)

The author cites provisions of PL 94-142 and notes the arts advocacy thrust of the National Committee on Arts for the Handicapped. She urges arts educators to concentrate on the integrative aspects of this trend, not forgetting arts education for all through over-emphasis on special groups. (SJL)

By using a variety of entreaties (to natural consequences, to responsibility to one's peers, to desire for the teacher's respect, and to authority) and by giving students good reasons for adopting their recommendations, art teachers can discipline unobtrusively and gain greater motivational power in eliciting students' creative achievements.…

Prior to 1947 when the NAEA was founded, there were two other attempts to form a national art education association. This brief history deals with those two attempts, the Federated Council on Art Education (1925-1936) and its offspring, the National Association for Art Education (1935-1938). (Author)