Presented an alphabetized listing of tests and measures either cited, discussed, used or originated by researchers in art education. (Editor/RK)

Presented a review index that provided reference for the books, appearing by title, which have been listed in Studies in Art Education, Fall, 1959 through Spring, 1973. (Editor/RK)

Presented a review index of the books, appearing by authors, which have been reviewed over the years in Studies in Art Education, Fall, 1959 to Spring, 1973. (Editor/RK)

Presented a review index providing reference for the books, appearing by reviewer, which have been reviewed in Studies in Art Education, Fall, 1959 through Spring, 1973. (Editor/RK)

Presented a review index providing reference for the research reports, appearing by titles, which have been reviewed over the years in Studies in Art Education, Fall, 1959 through Spring, 1973. (Editor/RK)

Presented a review index providing reference for the research reports, appearing by authors, which have been reviewed in Studies in Art Education, Fall, 1959 through Spring, 1973. (Editor/RK)

This bibliography index provided reference to those bibliographies which have been included in Studies in Art Education, Fall, 1959 through Spring, 1973. (Editor/RK)

This study explored general relationships between figural creativity, as measured by the Torrance Tests of Creative Thinking, and cerebral dominance, as identified by the conjugate lateral eye movement (CLEM) interview procedure. Subjects were 175 adults. Results indicated no significant differences in figural creativity due to brain dominance…

This article reviews the major principles of Piaget's stage theory of cognitive development (equilibrium, structure, and scheme); outlines his two stages that best characterize elementary children (preoperational thought and concrete operations); and describes features of the child's artistic growth during these two stages. Questions needing…

This article describes Mr. Jewel's art history class--one of three art history classes whose curriculum organization, teaching methods, geographic range of materials, and level of content abstraction were studied using the educational criticism approach. Mr. Jewell's activities as a role model emerged as the major focus of this observation. (SJL)

Sixty-four university art students identified themselves as "art student,""marginal," or "professional artist" and provided information on age, sex, art and academic experiences, and parental factors. Consistent with the professionalization model of occupational socialization, all these factors, except parents and years of formal art training,…

Children ages 4, 8, 12, 16, and adults responded to 24 paintings concerning three subject matters and varying in realism and space depiction. Five-factor analysis of variance indicated that the triple interaction of subject matter, realism, and spatial depth was significant for all. Preferences are discussed by age group. (SJL)

The author examines the nature of metacritical writing as a distinct form of inquiry within the literature of arts education. He makes a number of generalizations about such writings and maintains that there are several logically distinct kinds of tasks which writers undertake when they theorize about art criticism. (Author/SJL)

Far from being peripheral to human functioning, aesthetic activity is fundamental to the process of coping. It is distinguished from other cultural activity, like religion and science, because its raw materials are formal properties--line, form, color, texture--derived from the external world. (Author/CS)

Discusses a case study describing the philosophy of teaching design to architecture students as practiced by one professor. A model of his architectural design curriculum emerged. Three issues arose: constructing theory from data grounded in experience, posing appropriate research questions, and understanding the roots of ethnographic inquiry.…