Discusses the findings of 13 sequential studies done by Project Zero on children's sensitivity to artistic styles. Research indicated that there is a developmental sequence in artistic perception. Young children could learn to identify artistic styles but often had difficulty connecting the original paintings with small reproductions used in…

Describes ways teachers can use picture books to help children develop their own solutions to art problems. Students are encouraged not to copy pictures but to study artists' techniques and apply them to their own work. A bibliography of useful picture books and other references is included. (AM)

Discusses why junior high school students like comic books and examines how comic book art and visual narrative can be used in education. Copying comic book art can teach students several useful art techniques. Suggestions for using visual narratives to study science fiction, literature, folklore, and art history are included. (AM)

Presents an interview with Black educator, Elma Lewis, founder of the National Center for Afro-American Arts. The interview covers Lewis' early childhood education, family background, and Black cultural background. Lewis describes her vision for the Afro-American Center, its current financial problems, and her perception of the role of art in…

Describes ways to get Parent Teacher Association (PTA) support for art education. Teachers must maintain community awareness of the value of art education through student exhibitions and demonstration. To get PTA support, teachers must show clearly how financial support will benefit students. (AM)

Presents Efland's reply to Charles Dorn's article (November 1981) in which Dorn argues that the goal of an art curriculum incorporating studio work, art history, and criticism has not been realized and is undesirable. Efland supports school art curricula which integrates history and criticism with real-world applications. (AM)

Presents an interview with Black artist Jacob Lawrence. He comments on the role of the artist and art in society, the value of the creative experience, and the influence of Harlem and Africa on his work. (AM)

Presents reasons why art education should be considered a mainstream discipline. The author argues that art educators must use their skills in visual media to communicate the importance of visual literacy. The relevance of art to work skills, language acquisition, and cultural values is examined. (AM)

Discusses how reproductions of original art works can be used in art education. Included are learning activities designed to help K-12 students develop an appreciation for original works of art and reproductions. (AM)

Describes a college course which introduces engineering and business students to abstract art. Students study the relationships between abstract styles in painting and abstract styles in twentieth-century architecture and industrial design. The relevance of abstract design principles is shown by referring students to "Car and Driver" magazine. (AM)

Describes the Rockefeller Brothers Fund Awards in Arts Education program designed to provide incentives for public schools to develop superior art courses. The success of the program demonstrates that rigorous training in art can significantly increase student learning and productivity. (AM)

Discusses the problems inherent in combined arts education programs. The article argues that teachers in all the arts can pursue their common objective best by teaching their respective fields separately. (AM)

Describes the Quartz Mountain Oklahoma Summer Arts Institute program. It is designed to nurture artistic talent and to provide intensive arts experiences in music, dance, theater, and the visual arts for talented students aged 14-18. (AM)

Discusses how the aesthetic experience of sensuous immediacy has been reduced by common approaches to art education and the modern technocratic society. The article advocates that aesthetic education stress sensuous immediacy to promote creativity, art appreciation, and empathy. (AM)

Discusses how problems in handwriting legibility can be solved by introducing italic-based handwriting instruction into the early grades. Art educators can reinforce handwriting skills in classroom arts activities. Five American and British italics instruction systems are briefly described. (AM)