Outlines a personalized sculpture project for high school students. (SJL)

Finding "aesthetic experience" to be a difficult and paradoxical concept, the author argues that a social as well as an historical perspective may be a more beneficial route for the future of art programs in our schools. (Author/SJL)

A teacher presents her philosophy of art education and the role of the art teacher. (SJL)

Activities involving photographs stimulate visual perceptual awareness. Children understand visual stimuli before having verbal capacity to deal with the world. Vision becomes the primary means for learning, understanding, and adjusting to the environment. Photography can provide an effective avenue to visual literacy. (Author)

Within the sister fields of art and art education, we seem to be equally at sea in our efforts to establish priorities, reassess our values, and redirect our energies. (Author)

Commenting on Stanley S. Madeja's article in the October, 1980, issue of this journal, the author argues that the lack of substance and curriculum organization in public school art programs is largely a reflection of the lack of substance in most university- and college-level studio art programs. (Author/SJL)

To promote the arts as an integral part of the school curriculum, the national PTA offers an annual competition and national showcase, called "Reflections," for the creative efforts of children and young people in the areas of the visual arts, literature, and music. (Author/SJL)

Outlines procedures for integrating arts education into the individualized education program (IEP) written for each handicapped student under PL 94-142. Describes how art can provide diagnostic information on the child, teach academic and behavioral skills, and add an important aesthetic component to the handicapped child's life. (SJL)

A eulogy to art educator and researcher Henry Schaefer-Simmern, explaining his theory of gestalt visual conceiving and artistic cognition. (SJL)

In July 1980 a new state regulation went into effect requiring South Carolina schools to employ art, music, and physical education specialists for the elementary grades. In this interview, Thomas Hatfield, a state Department of Education art consultant, discusses the lobbying leading to this regulation and its potential impact. (SJL)

Asserts that the copying of artworks does not stunt a child's creative development; rather it can serve children, as it did many great artists, as a useful tool for the development of the technical and aesthetic skills necessary for creative expression. (SJL)

The author exposes and refutes some of the biases, beyond the "back-to-basics" movement itself, which hamper acceptance of the arts in the schools. Negative attitudes cited are that the arts are (1) only for the artistic; (2) deal only with emotions; (3) are feminine; and (4) are expensive. (SJL)

Approaches to gaining solid, continuing support for the art program in Dade County, Florida are outlined. The authors state that the advances made are the result of hard work and painstakingly earned administrative support. Each action step described is followed by a description of the result of that action. (KC)

This article presents positive approaches to advocacy of art programs in the Tempe Union High School District (Arizona) during its development and expansion. Stated is the belief that teachers must take a leadership role in advocacy if students are to benefit from the unique opportunities available only through the arts. (Author/KC)

This article describes several levels of public relations and cites a few examples of each. The public relations programs are based upon the assumption that publicity about art education programs does not always change behavior or policy. Rather, publicity is a vehicle to support awareness and understanding of art education. (Author/KC)