Five highly respected, practicing art therapists responded to a series of questions related to employment, training program development, and legislative issues. Excerpts from their comments have been arranged as if an actual interchange occurred. This article is part of a theme issue on art therapy. (Author/SJL)

This author describes the registration standards for art therapists established by the American Art Therapy Association as open and flexible, yet vigorous in the maintenance of quality. This article is part of a theme issue on art therapy. (SJL)

In this overview, the author discusses the need for art therapy research, problems it entails, and types of research approaches which may be used. Appended is a commentary by Janie Rhyne outlining the design of her own research. This article is part of a theme issue on art therapy. (SJL)

This representative bibliographical listing for art therapy is divided into the following sections: books, conference proceedings, professional periodicals, art psychotherapy, the mainstreamed child, assessment/diagnostic methods and procedures, films, videotapes, and slide/audio tapes. (Author/SJL)

Argues that the most widely used accounts of children's artistic development are not only inadequate and incomplete but that they seriously misinform, obscuring more than they reveal about children's drawings. (Author/SJL)

The author describes the history, theories, and methods of the German institution called the Bauhaus, which he considers to be the basic influence on American studio art education in the last 50 years. (Author/SJL)

San Francisco sculptor Ruth Asawa discusses her own artistic development and describes the Alvarado Arts Workshop, a community-based arts education program begun by herself, other parents, and community leaders in the San Francisco schools. (Author/SJL)

The author cautions art education advocates that today's school administrator is too busy trying to survive to listen to appeals about aesthetics. He suggests that, to win the principal's support, art educators use realistic language and address such concerns as basic skills, money, and public confidence. (SJL)

Tracing the changing concept of child art from the theories of Rousseau to the present, the author expounds the view that the interpretation of child art and the content of art education are functions of the social issues surrounding adult art in a given culture. (Author/SJL)

Defines the concept of the phenomenal--as opposed to the objective--body and points to modern, primitive, and children's art as rich sources of phenomenal representation. (SJL)

Using three specific works of art, the author demonstrates how a study of selected landscape paintings can be integrated into units on landforms in secondary school earth science and general science courses. (Author/SJL)

Briefly describes the organizations supporting Youth Art Month and suggests ways that local groups can use this annual opportunity to increase support for the arts. (SJL)

This article is intended to help school districts evaluate and monitor safety in the art classroom. It lists the responsibilities of administrators, teachers, students, and custodians. It suggests safety standards for the art facility and for use of tools, safety equipment, and hazardous materials. (SJL)

Presents background on the aesthetic experience which can be developed into curriculum content for teaching aesthetic literacy at the elementary and secondary grade levels. (Author/SJL)

Suggests techniques for making the art period a creative rather than mundane experience for high school students. Included are hints on beginning the class, preparing materials, conducting the lesson, ending the class, assigning homework, and communicating with students. (SJL)