Takes a look at the need for students to have multivariant problem solving abilities in order to meet the monumental changes happening in society and the world. (RK)

If we hope to make history more relevant in art education, it behooves us to re-examine current historiographic techniques and interpretations. In dealing with the historical dimension of environmental design, three areas of concern are considered: 1) the lack of published works integrating design areas, 2) selective interpreting of environmental…

Focuses on the aesthetic environment of the classroom and playgrounds in which art teachers may be trying to teach aesthetics. Nothing that the school environment too often overcomes any effort to teach aesthetics, the author founded the Institute for Environmental Education, which combines architecture, art education aesthetics, and…

Discusses the role of the art teacher with relation to environmental education and the nature of the art specialist's training including the part played by past artists in influencing the art curriculum as well as that of William Morris and Walter Gropius, two noted architects. Concludes with a case study of the town in which the author was…

Art educators have recognized the need for environment design awareness as a prerequisite to an improved environment. In considering the interrelated system of people and the places in which they live, this research attempted to identify the factors and concepts that are necessary for understanding human transaction with residential space. A…

The built environment is architecture in its broadest interpretation: cities, streets, houses, and parks that man builds and the spaces that connect them. The author provides some suggestions for enhancing student awareness of the built environment, its concepts of systems, and the way its parts work together to form wholes. (Author/RK)

The environmental design educator's role is to define the reality of survival in the 21st century, the knowledge of survival techniques, and what the student should learn from and about aesthetics of the environment. This necessitates a new philosophy for art education, which is the focus of this article. (Author/RK)

An art educator motivates his elementary students by developing their strong personal identification with each of 30 projects, introducing them to architecture. The author describes a few of these projects and how students benefit. (RK)

The author describes the impact on student and teacher development of the Architects-in-School program. (RK)

The goal of the Architects-in-Schools program is to help students develop an awareness of the "built environment" and its relation with the natural environment. Students learn to make decisions and changes, which will affect the quality of their lives. The author relates how two schools in Virginia have used the program. (Author/RK)

The author discusses some goals of the Architects-in-Schools program and how high school art students became more aware of the influence of the "built environment" on the natural environment, as well as how it is used as the vehicle for understanding and teaching of traditional academic subjects. (Author/RK)

The author, a resident architect at Arts High School in Newark, New Jersey, shares his perspective on the relationship of "built environment" education to to the school curriculum, and his understanding of the importance of the art teacher's role as well as his own sensitivity to the school situation. (Editor/RK)

An art teacher uses some inexpensive instructional materials to teach his students awareness of the "built environment" and what its influence is on the natural environment. At the same time, he explores spatial relationships with his elementary class. (RK)

Describes different systems of art education for different student populations, professional art training, historical changes in art education, art education research, aesthetic education, and art education as it is currently practiced in the Union of Soviet Socialist Republics. (RK)

Describes the development of art education in Brazil from the end of the nineteenth century through the movement named Escola Nova (New School) from 1927 to 1935 and the development of the Little School of Art of Brazil created by Augusto Rodriques in 1948. Describes primary and secondary development from 1958 to the present and the need for…