Results of a summer training seminar for elementary art teachers showed that students taught by teachers trained in aesthetic education demonstrate a measurable increase in their sensitivity to aesthetic stimuli. The seminar is described and the evaluation results are discussed. (RM)

A model for the teaching of aesthetic dialogue to intermediate grade students is presented. One outcome of children discussing the aesthetic structure of art is that they transfer this learning and structure to other areas of their life. (Author/RM)

If art reflects, transmits, and extends human culture, studio art should be taught in a socially conscious manner. A theoretical foundation and practical suggestions for implementing a socially-defined studio curriculum in art are presented. (RM)

Described is a college-level art activity that teaches aesthetic literacy to entry-level art education majors. Students are asked to bring to class and to discuss two objects--one, an art object, and the other a nonart object. The article also presents thematic categories for the generation of aesthetic concepts. (RM)

Four art activities are presented. Primary students study "The Family Concert," by Jan Steen (genre painting). Intermediate students analyze "Haymakers, Evening, Eragny," by Camille Pissarro (impressionism). Junior high students study "Girls on a Bridge," by Edvard Munch (expressionism). High school students examine "Piano Lesson," by Henri…

The oldest and most romanticized and misunderstood of American cultural underpinnings are the cultural and artistic contributions of American Indians. A bibliography of materials that will stimulate awareness of native peoples and their problems and form a basis for understanding contemporary Indian art is presented. (RM)

Presented are techniques that elementary and secondary art teachers can use to help students evaluate their own works of art. These include mapping and diagramming, tracings, coverings, cutting apart and placing together, estimating, framing, enlarging and reducing, simplification and elaboration, projecting, playful tools, celebrations and…

The ancient dichotomy between fine arts and crafts is examined. Crafts should be taught in school art programs. The art of craft can expose students to the diversity of human art expression. (RM)

Techniques that teachers can use to help art students to make an educated guess or to estimate an approximate solution while solving a visual problem that has no single correct answer are discussed. (RM)

Presented is a humorous account of Burt Benfang, an art education major and artist steeped in the twentieth century tradition of unfettered self-expression, art materials potpourri ad infinitum, nonspecific creativity, minimal art, maximal art, conceptual art, and right-brain inflation via inverted images. (RM)

Differences between art education in schools and learning in art museums are discussed. If children are to see museums as something other than a continuation of classroom exercises, then fun, purposeful play, challenging new experiences, being with friends, self-directed exploration, and spontaneity must be major parts of museum learning.…

Young people need to understand how we use our senses to relate to our world and how the arts and technology heighten sensory perception. A participatory exhibition involving art, music, science, and technology designed for elementary and secondary students by the High Museum in Atlanta, Georgia, is described. (RM)

A two-week summer institute for non-art teachers sponsored by the Philadelphia Museum of Art is described. Participants learned about the visual arts in order to enhance the teaching of subjects other than art. Teachers had to develop a classroom project that would demonstrate what they had learned at the institute. (RM)

The Delaware Art Museum believes that art is an important component to all parts of the school curriculum. To support the interdisciplinary uses of art, the Museum has developed tour programs, e.g., a geometry tour and a cultures around the world tour. These and other tour programs are described. (RM)

As part of their facilities, the Department of Art Education at the University of New Mexico created an exhibition gallery open to both the academic community and the general public. The formation and program of the university-based art gallery is described. (RM)