Theory and research are identified with science and are, therefore, rejected by many art teachers as destructive of creativity. The oriental notion of Shiva-Shakti is introduced: stillness and motion which fuse in a continuum. Likewise, theory and practice are interdependent and should be open to each other. (CS)

Describes a 1981 national survey of art education. Statistics include bachelor's degrees granted in art education in 1979-80, number of art teachers employed, and time allotments for elementary and secondary school art programs. Impact of state standards for art instruction and structure of art teacher training programs are discussed. (CS)

Offers advice on good writing to art educators. Recommendations include using plain words; avoiding repetition, jargon, and esoteric language; completing sentences; focusing on the topic; and varying the sentence structure. When finished, the material should be put aside and read critically at a later date. (CS)

Describes art teachers as creative and humanistic people with a dislike for cognitive approaches to art. Most are products of university art departments, where students are encouraged to manipulate forms rather than ideas. The author proposes an art education program emphasizing aesthetic literacy, skills of art criticism, and social relevance.…

Nonschool art programs have not been given serious attention and have suffered from inadequate funding, amorphous purposes, and haphazard staffing. The needs of millions of people outside school art programs should not be neglected. The educational offerings of some art museums are cited as examples of innovative programing. (CS)

Though reproductions are a necessary teaching tool, they are not substitutes for the original work of art. Through museum visits, students can be provided with the knowledge needed to experience art. By describing, analyzing, and evaluating the works of art, students become aware of the differences between originals and reproductions. (CS)

The focus of five articles is the impact of the computer on art and art education. Included is a discussion of the need for computer literacy among art students, computer graphics as a new subject matter and as an art technique, computer managed instruction, and creative computers. (RM)

Cutbacks in federal spending have affected art programs severely. Arts advocacy is needed to produce solid arguments for the role of the arts in education. But standards and goals, perhaps those set forth by the National Art Education Association, must first be established by art educators. (CS)

Discusses the relationship between aesthetic value and the improvement of perception of visual artwork. Recent experiments have attempted to improve visual perception of school children, and to study their developmental preferences in art. But art has moral dimensions, and aesthetic education must also facilitate the appreciation of aesthetic…

Discusses the contents of typical art education learning packages. Those of the Central Midwestern Regional Laboratories (CEMREL) are designed to heighten student involvement through use of media. Other packages focus on art history, art appreciation, and arts and crafts activity. A package has also been developed for special education students.…

Lists the presidents of the National Art Education Association (NAEA) since its founding and describes their messages in "Art Education." Many messages dealt with NAEA activities or with attempts to increase membership. The latest president, Edmund B. Feldman, has issued a call for getting "art into the mainstream of education." (CS)

A curriculum approach is suggested which joins art education and language arts in academic skills development. The works of Piaget, Langer, Arnheim, and Eisner provide a theoretical basis for this effort. Three content elements are suggested: the history and appreciation of books; writing the text; and books as art forms. (CS)

Adapted from the presidential address to the National Art Education Association in the Spring of 1983, this article discusses the professional identity of art teachers and why art belongs "in the mainstream" of education. (RM)

The nation's only touring art museum was conceived by the Michigan Council for the Arts in 1971 as a way to bring art to the people. Exhibits for the 1983 California tour, the specially designed railroad cars, the school educational program, and Artrain's functions in communities are described. (SR)

Ralph Beelke served the National Art Education Association (NAEA) as Executive Secretary and President; he was closely associated with the growth of a professional and organizational consciousness among art educators. In this interview, Beelke discusses his interest, trends, changes and work in art education, and the forming of the NAEA.…