Discusses the position of the arts in the school curriculum, the different attitudes held by parents and administrators on basic education versus art education, and the growing attitude of educators that the arts are fundamental to the entire educational curriculum. (RK)

Attempts to define culture, its place in the educational system, and the relationship between ethnic groups and the dominant culture. Suggests that the crux of the curriculum must be a circular method of thought and teaching, one through which education becomes an agent for the internalization of culture instead of just the external explanation of…

Summarizes and justifies a variety of research activities aimed toward expanding programs of art education. (RK)

Author states that "...potential /of lifelong education in the arts/ for helping to add to and define meaning in human life would be vastly expanded if it...were treated as a basic skill in constant need of refurbishing." (Author/RW)

This paper was the Presidential Address given at the NAEA Convention in Philadelphia, April 4, 1977. (Editor)

Examines both educational and neurological literature in an attempt to assess the relevance of cerebral lateralization as presently understood to education. (Author/RK)

In considering the relation of art with society the author comments on the ideas of the American philosopher, John Dewey, the art historian, Lord Kenneth Clark, a popular humanistic educator, Clifton Fadiman, and a major cultural critic, Jacques Barzun. (Author/RK)

Suggests that our public school systems must provide an atmosphere of equality and sharing where adolescents can feel safe enough to creatively express their innermost feelings. (Author/RK)

Effective instruction in art fundamentals requires a structure which allows students to master basic concepts and skills before progressing on to more elaborated ones. A matrix designed to illustrate the variety of design relationships realized by combining elements and principles of art was presented. (Author/RK)