The purpose of this study is to describe, analyze, and interpret through participant observation the teaching of art to Amish eighth graders in a public school. The description of what and how art is taught by a non-Amish art teacher raises questions of appropriate content, patterning of instruction, strategies for developing perceptual awareness and artistic competence, censorship, values of simplicity/harmony versus complexity/disharmony, and points towards fundamentalist concerns. (Author)