Article focuses on the contribution of the arts to humane learning. (Author/RK)

Describes art education as a political force when arousing to consciousness a fundamental shift in the personal awareness of the individual as the conjunctive arbitrator of his own existence. (Author)

Author stresses the need to communicate the values that gave meaning to our forbearers in order to understand more precisely the way we should go, in order to name who we will become. (Author)

Author underscores the necessity of instilling in classroom teachers positive attitudes about art and the importance of art in the elementary curriculum. (GB)

After having been asked to lead a summer workshop in art education, The author becomes aware of some of the knotty problems facing the profession. (Editor)

The danger that this writer sees with some developments in "aesthetic education" is an apparent limitation of attention to the philosophical and psychological dimensions of the art product. (Author)

An initial portion of this paper discussed instructional stages, the content of art learning, and a conception of the teaching-learning situation that interrelates instruction and evaluation. Author also described several classroom situations and indicated how evaluation might contribute to improved instruction. (Author/RK)

This paper described three shortcomings entailed in the use of behavioral objectives in evaluation. (Author)

Author's aim was to discuss the problems of evaluating the arts curriculum in the light of the struggle of a school system to establish curriculum evaluation as a vital link in curriculum development. (Author/RK)

Article evaluated the performance of the student teacher as well as that of the cooperating teacher and their interaction. (RK)

Article provided a description of the Artists in the School Program, analyzed its purposes and the way in which it has been evaluated and disseminated to the public. (Author/RK)

Discussed the process of aesthetic consciousness and how to retain it and understand what it is. (RK)

The focus point of this article was a trip by students to the Metropolitan Museum of Art in New York, the high point of their experiences and a format to analyze child awareness, interest, and concern for contemporary art. (Author/RK)

Considered the curriculum with which art education engaged children throughout the history of art. (RK)

Discussed individualized instruction for the artistically gifted child and identified factors which distinguish the gifted child from the average child. (Author/RK)