Author recounted her own search for identity and looked at some of the cultural forces that have shaped her personal and professional life. (Editor/RK)

Author described efforts to educate women art students to regard themselves in a more positive light, and to incorporate the study of women artists into the college curriculum. (Editor/RK)

Author explored the concepts of "masculine" and "feminine" as they have been applied to the roles of artist and teacher, and to the characteristics of art works. (Editor/RK)

Author described the exciting developments that have taken place throughout the country during the past six years, as women artists have united to break some of the barriers that had prevented them from exhibiting their work and achieving recognition. (Editor/RK)

Author discussed the reasons the arts are the best vehicle for the realization of feminist claims. (Editor/RK)

Authors presented contrasting views about the effects of the women's movement on professionalism in art education. (Editor/RK)

Author developed a program for handicapped children which enabled them to express themselves creatively and, at the same time, expand the psychological image they project upon other people. (RK)

Article focused on teacher preparation for the special educator and the art teacher and discussed an art curriculum that will provide the prospective art teacher with the ability to help students to develop their individual capacities. (RK)

This article considered the presentations, discussions, and group directions that focused on both methods and content of instruction and curriculum, for both the special educator and the art educator. (Author/RK)

A list of successful art activities that teachers had used with special education children were presented. Additionally, discussion groups reported on defining the terms associated with art therapy and the goals of art education. Recommendations for continued program meetings on the finer issues of special education were included. (RK)

Issues and questions as discussion possibilities were listed. Some topics considered were the curriculum, the teacher, special education children, and the community school relationship. Finally, recommendations for art programs and special education students were made. (RK)

In perceiving a correlated arts program as the foundation for an art centered curriculum the author demonstrated a few examples of an interrelated arts approach. (Author/RK)

Art contests, art exhibitions, and awards in elementary and secondary schools as incentives for student development in their art education were evaluated. (RK)

Article presented the opinions of our political leaders and policymakers with regard to their views about art education and their interests in the aesthetic survival of man. (Editor/RK)

Author attempted to draw attention to where art education has come nationally and where it could be going in the future. (Author/RK)