Technocratic rationality emphasizes manipulation and control of variables, predictability of outcomes, and efficiency of means. Whether discipline-based art education represents an acquiescence to technocratic rationality for the sake of survival is discussed. (RM)

"Beyond Creating: The Place for Art in America's Schools," by the Getty Trust, contains some major problems with respect to conception of purpose in art teaching, the benefits of the visual arts, and controversial theories of art. This article treats two sections of the report: "Art Is a Fundamental" and "Perspective: Why Art in Education and Why…

Presents a theoretical framework for educating artistically talented students formulated through the integration of Feldman's "Universal to Unique Continuum" and Clark and Zimmerman's "Naive to Sophisticated Art Content Model." Draws implications for the education of artistically talented students. (Author/JDH)

The record of eye fixations and movements is an objective measure of an individual's involvement with an art object. This review of eye movement research reveals distinct patterns of viewing behavior which are determined by the age of the viewer, the type of visual materials, the nature of the problem confronting the viewer, and the structure of…

This article demonstrates how the works of nine Europeans influenced the educational theory and philosophy of Viktor Lowenfeld. (JDH)

This article investigates the use of folk speech in the art criticism of people who are not art professionals. Maintains that if folk speech is recognized and evaluated in the art classroom, art educators may help expand both the visual and verbal perceptions and expressions of students. (JDH)

Asserts that research and foundational deficits revealed in the literature may be contributing to the lack of consistent and widespread art criticism instruction. (JDH)

This study examines the nature of professional education for the arts administrator. It compares the views and perceived needs of three groups: (1) directors of arts administration graduate programs; (2) inservice community arts administrators; and (3) chairs or presidents of boards of trustees who are responsible for employing community arts…

While there is increasing agreement that aesthetics is related to a quality art program, an analysis of major scholars who have prescribed content for aesthetics in art education indicates that there is little agreement on the conditions of the relationship. This study attempts to clarify different conditions for aesthetics in the curriculum.…

Analyzes seven textbooks used in art teacher training courses to determine if art education majors were receiving exposure to attitude formation and change information. Despite frequent reference to importance of attitudes to art learning, none of the texts discussed what the attitudes were, where they came from, or how they could be affected in…

Details a scope and sequence for art education, emphasizing art criticism and aesthetics. It is presented as an alternative for the more common curriculum, which uses art production as a means to personal development. Notes that most teachers are more comfortable in teaching the "production end" of art rather than art criticism and aesthetics due…

Describes subject-centered and child-centered approaches to art education, how they developed, and how they might be integrated. Concludes that a return to a more bookish, academic approach will not improve the quality of art education. Recommends the integration of art production, art history, criticism, and aesthetics. (JDH)

Reports the results of a study designed to assess differences in Blacks' and Nonblacks' rating of representational and nonrepresentational art works by Black and Nonblack artists. Results suggest ethnic identity in art does not ensure aesthetic valuing by ethnic groups. (JDH)

This study investigated the ability of first-, third-, and fifth-grade students to perceive similarities and differences in contour and interior pattern of shapes in color drawings. Results showed that with increase of age, attention to contour information was significantly affected by the surrounding contextual information found in the drawings.…

Inquiry in art is proposed as a model of the predominantly cognitive behaviors that are involved in producing visual art. The model behaviors are: set a direction, discover, visually analyze, classify, personalize, hypothesize, reorder, synthesize, and evaluate. These behaviors provide the basic structure for a teacher questioning strategy…