This article maintains that the recent discussion over discipline-based art education will force art educators to start making sense out of aesthetics. Concludes that for aesthetics to be taught, it has to be understandable and relevant in such diverse contexts as teacher education and art lessons for six-year-olds. (JDH)

Examines a range of art educators' proposals to include popular culture within the general art curriculum. The proposals are based on four basic social theories: (1) liberal humanism; (2) two variants of liberal pluralism; (3) and Neo-Marxism. Concludes by emphasizing the need for Neo-Marxist theory in the school setting. (BSR)

Describes how art education in the 1940s and 1950s was influenced by national social and political issues. Elaborates on conceptions of good citizenship and the new nationalism and internationalism which were emphasized. Claims this curriculum model withheld from children knowledge of the complexities of art and society. (BSR)

Describes European Viktor Lowenfeld's version of the visual-haptic theory. Recounts how Lowenfeld modified the theory while serving as a studio art teacher in a black U.S. college from 1939 to 1946. Compares Lowenfeld's European and U.S. transformations of the theory. (BSR)

This paper presents findings from a longitudinal, participant-observation study of one boy's spontaneous drawings from preadolescence to adolescence. Themes related to adolescent developmental psychology emerge in the drawings. Concludes that doodling and memory drawing permit imaginative play and free ideation while drawing from pictures…

Reviews rationales for unified arts programs which were integrated into the general curriculum of elementary and secondary schools in the last ten years. Examines the fundamental assumptions of these multi-art programs and concludes they have not been utilized as planned. Encourages art educators to press for further development of integrated art…

Explores the ongoing debate within art education about whether or not to copy The evidence offered against copying raises the need for caution in the use of copying. Concludes that, although there is no universal agreement, copying is productive for young people in certain circumstances. (Author/BSR)

Describes a four-year longitudinal study of the drawings of a preschool boy which preceded four experiments related to observations made in the longitudinal study. Concludes that scribble patterns are a reflection of accidental motor activity. Implications for art education and theories of development of children's art are discussed. (Author/BSR)

Investigates the uniqueness and distinguishability of individual drawing styles among school-age children to determine whether they have individual artistic styles that go unnoticed. Some support for individual graphic artistic style was provided. Aspects of stylistic distinction are discussed, and recommendations for classroom drawing instruction…

Examines current descriptions of stereotypic feminine characteristics which have been claimed to have a relationship to prominence in art education. Concludes that the sex of an art educator is not the decisive factor in whether that person is remembered as a significant contributing figure in the field or is forgotten. Responses by Mary Erikson…

Describes an exhibit which identified a community based aesthetic and the presentation of that aesthetic in a gallery setting (Bowling Green, Ohio). A questionnaire was used to help report the exhibition's objective. Findings suggest many approaches to both content and methodologies can be effectively used in the field of art education.…

Points out that art in U.S. community colleges is important and enduring but not obviously central to institutional mission. Discusses results from a survey indicating students reported much greater gains in self-confidence, respect for other people, openness toward new ideas, employable skills, and an awareness of alternatives in education and…

Discusses how art came to be considered a discipline, highlighting such topics as the discipline-centered curricula of the 1960s, Barkan's model of discipline-oriented curricula, and Phenix's alternative conception of disciplines. Examines recent studies which emphasize the importance of art education and assesses the value of the Getty Center for…

Discussing Ralph Smith's monograph EXCELLENCE IN ART EDUCATION: IDEAS AND INITIATIVES, the author criticizes the reliance on "classics" or "masterpieces" for art education. Stating that Smith's elitism is unbeneficial, Hobbs advocates a mixture of the classics and local and popular art with a disposition to interpret and criticize. (GEA)

Presents a study which investigated whether elementary school children could gain significantly in verbal reasoning about the definition of art. Reports that fifth and sixth grade students have the intellectual potential to improve their verbal reasoning if provided an adequate background in art education. (GEA)