This present study is an attempt to investigate the extent to which knowledge of results in various forms (true, none, and false) may modify aesthetic judgment in "typical" (with respect to aesthetic judgment) students. (Author)

Author looked at the position and role of the visual arts and the artist as they reflect and contribute to the creation of a culture's concept of reality or world view and what this means to art educators. (Author/RK)

The present research is concerned with preference for visual (polygon) complexity versus simplicity in relation to national membership, using adult subjects from five nations (cultures) four groups of which were temporarily resident in the U.S.A. (Author)

This study attempted to simulate learning conditions for art activities in which verbal language variables as predispositions for learning in art could be systematically varied and observations made of their effects on aesthetic quality of art products, aesthetic judgmental abilities, and art acceptance attitudes of early adolescent art students.…

This study considered the structure of adolescents' interactions with artists and art teachers. (Author/RK)

Past categorizations of photographs are critiqued, and a new category system is offered that asks viewers to consider photographs as if they were analogous to various types of language statements: descriptive, explanatory, interpretive, ethically evaluative, aesthetically evaluative, and theoretical. (Author/RM)

While evaluation conditions made little difference in the quality of the fourth graders' drawings, their effect on continuing motivation was significant. The threat of grades and peer comparisons was detrimental to continuing motivations. Students who evaluated their own performance were the most motivated. (Author/RM)

It appears that both overall enrollments in higher education and art major enrollments will decline over the next decade. Art educators need to prepare for this uncertain future by determining program priorities, building program quality, developing enrollment strategies, and maintaining the necessary flexibility to respond to changing future…

This participant observation study describes an effective elementary art teacher in a working class community. Focus is on her perceptual organization and framework of beliefs and conceptions concerning art education, revealing some insights on art teaching. (Author/RM)

Guidelines for liberal education are presented. Munro's, Broudy's, and Maritain's conceptions of the role of the arts in liberal education are explicated and evaluated according to these guidelines. Their conceptions are found wanting. The arts in liberal education must include both the qualitative and the enactive arts. (Author/RM)

How Hungarian educators interrelate the arts in education is examined. To integrate aesthetic education, they use two teaching approaches: (1) linguistic integration, i.e., parallel exercises in music, visual arts, literature, and the sciences; and (2) cultural integration, which unites the histories of arts and sciences into one coherent account…

The sociological critique of meaning in art has implications for art education programs. What art educators teach about how to make and respond to art needs to be revised. A socially informed approach to representation is needed, and social values and meanings are necessary to an adequate art criticism. (RM)

Although art, metaphorically, makes statements and conveys information, an identification of art with language is likely to be misleading in the teaching and learning of art. Why visual art is not a language is discussed. (Author/RM)

Recent methodological and conceptual changes in sociology of art research are valuable because they provide descriptive material and counter prevalent sociological assumptions. Researchers now see the need for a sociological component in the study of aesthetics and art. An effective sociology of art is of vital concern to art education. (RM)

Instructional questions, when properly sequenced, can foster student involvement and the development of complex levels of thinking. Most questions posed in classrooms, however, elicit memory-recall responses. It is proposed that art criticism questions be formulated within the hierarchical categories of Bloom's taxonomy. Specific examples are…