Three experiments tested the application to art of an hypothesis from the concept attainment literature, that conceptual learning is enhanced by providing multiple examples prior to test trials. Subjects were given discrimination tasks involving surrealistic and non-surrealistic paintings. The feature abstraction model proved inadequate in this…

The Gough Adjective Check List was used to assess the self-reported personalities of women graduate studio art students and to compare the resulting group profile to personality profiles of women students in two other fields: medicine and psychology. (SJL)

A stratified random sample was taken of older American colleges and universities currently offering art degrees. Their college catalogs were analyzed to determine the semester hours of coursework offered in 1914, 1934, 1954, and 1974, in major and minor studio art, art history, and art teaching methods. (SJL)

Presents a brief but pertinent reminder that many of the so-called "basic" concepts in art education are value-laden and articulated with different degrees of evidential support. (Editor/RK)

Draws on the myth of Medusa to trace issues bearing on the concept of a "feminine sensibility" in art. (Editor)

Focuses on the utility of well-formulated theory in conducting research, and demonstrates that the problem of transfer of learning is still a tough and subtle one. (Editor/RK)

Suggests that the roles and activities of the professional artist, art critic, art historian, and aesthetician be established as models for outcomes of a visual arts program. Attempts to show that the professional practices of experts in these four roles are appropriate sources for the content and design of educational activities unique to the…

Invites greater discussion of the ultimate social and political consequences of different ideologies and justifications of art education. Uses West Germany's educational practice and philosophy as example. (Editor/RK)

Seeks an accommodation of the requirements for objectivity in research, on the one hand, and on the other, the actual participatory conditions in which many art educators work. Focuses on participant observation, a characteristic style of direct field research which uses observation, informant and responding interviewing, document analysis, and…

Examines some of the philosophical positions from which claims for relating the arts might be justified and notes contradictions inherent in the "melange" of viewpoints found in the publication, "Coming to Our Senses: The Significance of the Arts for American Education--A Panel Report". The Report advocates greater emphasis on related arts and…

Reviews historical and contemporary manifestations of interest in relating the arts as seen in the literature of art education and in organized professional activity in the last decade. (Editor)

Analyzes "Coming to Our Senses: The Significance of the Arts for American Education--A Panel Report" as a socio-political document that reflects and projects a "symbolic universe" which many people may take for granted as real and true. Notes potential consequences of the Report if it is accepted uncritically by legislators and others who might…

Offers a rationale for interdisciplinary arts programs and presents examples of aims and outcomes from the Visual Arts Interdisciplinary Concepts Curriculum that the author and fellow teachers in Attleboro, Massachusetts, have been developing and refining for over a decade. (Editor/RK)

Questions whether related arts and similar programs are warranted by research, are responsive to the distinctive nature of each of the arts, and are possible to implement on a broad scale, even with "ideal" teacher education programs. (Editor)

Author reports on the outcome of his research aimed at identifying doctoral dissertations treating related arts. Provides a list of dissertation titles recorded through 1974, thirty-nine in all. (Editor/RK)