Many students leave high school with little knowledge of our artistic heritage. While this is partly because of low exposure to art classes, another reason can be found in the lack of training in art history among art teachers. Recommendations for increased training in art history are made. (IS)

Art is no more frozen for eternity than science, but public tolerance for artistic innovation is much lower than tolerance for change in other fields. More education about art would make us better able to analyze our existence and identify its nature more accurately. (IS)

The author considers the relationship of the ordinary household furnishings, tools, and other objects found in his home to art and the making of art, both in the present and in the past. (IS)

The visual arts are a powerful resource for meeting human needs. Students should have the chance to use the arts for their own goals and interests rather than to meet other's ideas of "good taste" or current aesthetic sensibilities. (IS)

Western impressions of Japanese education are examined. Various aspects of Japanese art education--e.g., government control, a centralized school system, and standardized curriculum--and Japanese attitudes toward conformity are discussed. (RM)

Needs of teachers in American-sponsored overseas schools (ASOS), especially concerning art education, are discussed. For example, a linkage system needs to be created to serve as a resource network and clearinghouse among ASOS and between ASOS and schools in the United States. (RM)

An effective arts program in the elementary schools of Nigeria should assist children in comprehending culture, past and present, and in understanding people's dependence-independence balance in relation to their environment. The arts also have an unmistakable role to play in easing the tension of modern living. (RM)

By visiting an African art exhibit, college-level art students enriched their understanding of the ritualistic art of the South African people. The exhibit is described and learning strategies used to prepare students for the exhibit visit are discussed. (RM)

High school students enrolled in a Spanish language class heightened their awareness of the Mexican people by studying and discussing Mexican crafts. Working in the style used by the Mexicans, they designed and made their own art products. (RM)

Discussed is how an "art/ad bag"--a collection of materials provided by art publishers and other products packaged for distribution to conference registrants--can help offset the costs of conferences, provide a professional service to suppliers of art materials, and serve the membership of any state art education association. (RM)

Metaphor is an essential process and product of thought. Works of art, being developed products of thought, can be metaphors for felt dimensions of experience in its broadest sense. The metaphoric process can be used to interpret art works and art periods. (RM)

Little League and art education are trying to justify themselves by forcing precocity on children. Children are entitled to learn in their own most effective ways. (RM)

The history of the Western Arts Association, organized in 1893, is presented. The Association's original constitution is included. (RM)

There are many experiences that we have, such as eating and talking, when we don't have to be focusing on anything visual. Art educators need to help children portray the sensory aspects of such experiences and to decrease their reliance on the visual aspects of experience. (RM)

A program designed to make visual art more accessible to young people in 24 elementary schools in Ohio is described. The program's concept was to engage all five senses, not just sight, in the appreciation of art. (RM)