Media defines a process of marking time. I can only make my own marks as producer and consumer of my own media forms. Man is, all at once, life sound and life motion--a mark through time, leaving a trail of images behind. Media is a natural extension of being human. (SR)

Software, journal articles, periodicals, and books for the Apple microcomputer are included in this annotated bibliography for artists and art educators involved in instruction or in the production of computer art. The bibliography was prepared as a follow-up to the May 1983 mini-issue of "Art Education." (SR)

In open letters to the faculty affairs committee, an art education department chairman attacks the aesthetic approaches being used by a lecturer in art education to teach elementary education majors, and the lecturer defends his deemphasis of crafts and projects with R. G. Collingwood's philosophy in "Principles of Art." (SR)

Metaphoric interpretation of art serves different purposes in art education and psychotherapy. These differences are discussed in the context of categories of art criticism adapted from E. B. Feldman's work. Practical guidelines are presented to help art teachers use metaphoric interpretation and maintain the boundary between education and…

To criticize the ideology of integrating the arts into general education, three questions are discussed: (a) What does the ideology assume about education? (b) What does it assume about art? (c) How has the ideology been received? It is foolish to rely on career civil servants and philanthropists for policymaking in art education. (SR)

Two sources provide guidance for developing a teaching strategy. The field of art criticism provides models of verbal behaviors for responding to art, and the research on classroom interaction provides models of questioning strategies. Excerpts from three dialogues between an adult and young children about painting reproductions are included. (SR)

Art teachers should be familiar with psychologist's research on human vision and perception. Research by Julian Hochberg, James Gibson, and Gestaltists is summarized. (SR)

The initial efforts of the Getty Center for Education in the Arts center on developing more holistic art teaching. Projects include case studies in twelve school districts; educational programs for teachers, administrators, and school board members; applying electronic media to art education; and using the Getty museum to educate visitors. (IS)

Patricia Renick came to sculpture and college teaching after working as an art teacher. She discusses her career history, large-scale sculptures, and teaching philosophy. (IS)

Art reveals to us the face of man and the places where that face resides. How different cultures use the senses of place and environment, both natural and man-made, is considered. (IS)

One source of materials for art education historical research, which has barely been tapped in the United States, is ephemera, casual bits of handwritten and printed paper used in daily life. These circulated images and documents convey actual practices, commitments, and attitudes of people. (IS)

Current beliefs about how children draw emphasize the importance of drawing from memory, rather than from observation. However, an experiment with children aged seven to nine showed that observation drawings included greater detail and complexity. More research on observation drawing is recommended. (IS)

A theory of art education is suggested which is likened to the facets of Rubik's cube. The parts of this theory include understanding the value of art in education, giving visual form to ideas, responding to visual information, planning and teaching, and evaluating art learning. (IS)

Rather than just being a study of past art works, art history can also be a study of process in which students learn about describing, attributing, reconstructing, and interpreting art. Sheet music is suggested as a possible resource to develop these skills. (IS)

To avoid the problems associated with treating elementary school art as an endeavor without standards, the Department of Defense Dependent Schools adopted an art and visual literacy program called "Another Look." Elementary teachers were introduced to the program through workshops. Workshops' content and teacher reactions are discussed. (IS)