The purpose of this article is to demonstrate that important aspects of aesthetic education are neither technical nor abstruse, and that elementary school teachers particularly can develop in children an openness to aesthetic experience. (Author)

This is the third and final article in a series that describes an approach to teaching art that integrates the critical, historical and productive aspects of art learning and provides a natural forum for ideas. (Author/RK)

The document presents 14 essays designed to help art educators understand the nature and scope of basic education and what and how the arts contribute to it. John Goodlad presents a basis for considering the arts as an essential ingredient of schooling. A. Graham Down discusses the concerns of the Council for Basic Education and suggests that arts…

An 8-week summer institute was conducted in 1967 by the University of Illinois College of Engineering to upgrade the professional competence of 24 high school drafting teachers from 15 states, and to estimate how many of such a group, after study in this and related programs, could successfully move into teaching technical institute level courses…

In 1975, the Center for the Study of Community Colleges conducted a national survey of humanities faculty in two-year colleges. This paper summarizes the characteristics of 104 art instructors included in the total sample of 1,493 full- and part-time faculty. Findings of the survey include: (1) one-fourth indicated that they had been students in…

This cross-cultural study investigated methods of using drawing to develop the cognitive abilities of disadvantaged preschool children. Five teaching methods were compared in parallel programs in Tel-Aviv, Israel and Columbus, Ohio. The Traditional Method, in which materials are supplied but are not used to emphasize cognitive development was used…

This study was occasioned by the arts being presented at the elementary level as a technical skill to be mastered rather than as fine arts to be understood and, later, mastered. This study formulated a preservice education program to produce an elementary specialist with concentrations in both art and music. This study reports one of the main…

The industrial arts teacher can help develop more viable pre-vocational educational programs for students in the general school curriculum and also obtain additional funds for industrial arts programs. The relevant legislation is quoted and guidelines are offered to teachers wishing to help initiate such a pre-vocational phase in their schools.…

This is the first of several articles to highlight outstanding teachers. It presents a profile of Grier Yoder, graphic arts teacher and chairman of the vocational education department at Hunter Huss High School, Gastonia, North Carolina. Included in the profile are his development of facilities and students, and his many awards. (MF)

The built environment is architecture in its broadest interpretation: cities, streets, houses, and parks that man builds and the spaces that connect them. The author provides some suggestions for enhancing student awareness of the built environment, its concepts of systems, and the way its parts work together to form wholes. (Author/RK)

The environmental design educator's role is to define the reality of survival in the 21st century, the knowledge of survival techniques, and what the student should learn from and about aesthetics of the environment. This necessitates a new philosophy for art education, which is the focus of this article. (Author/RK)

Notes that there are strong indications that for young children, play and creative work in the arts fill an essential role in the development of an understanding of identity, reversibility, and point of view which are essential to all cognitive growth. (Author/AM)

Describes some important guidelines for art teachers who have the responsibility for the nurturing of the talents of pupils gifted in the visual arts. (Author/RK)

Art teachers and their students are aware of each other and the roles both play in classroom interaction. That interaction is discussed and a dialogue between students and their teacher presented as examples of what they feel and understand about each other. (RK)

Reviews the evolution of courses and degree programs designed to produce art education specialists. Devotes particular attention to the emergence of discipline-based art education (DBAE) ideas. Concludes that DBAE has clarified the question of what to teach; that the challenge now is to bridge the gap between DBAE theory and current teaching…