This article describes a project directed at preparing industrial arts teachers to better understand and teach students of different cultures, and contains segments detailing the background and how a mixture of national experts and public school officials provided direction for the project. It also describes how the materials to provide inservice…

An industrial arts teacher and textbook author reviews Learner Verification and Revision (LVR) in terms of problems its implementation poses for industrial educators. (TA)

An attempt has been made in this article to show cause for training in critical inquiry for prospective teachers of art. (Author/RK)

Author stresses the need to help children develop an appreciation of art and to avoid extremes in art education. (RK)

Describes the changing role of the teacher as he moves into a teacher-supervisor role, one who is responsible for leadership and education of an instructional team. (GR)

Adapted from the presidential address to the National Art Education Association in the Spring of 1983, this article discusses the professional identity of art teachers and why art belongs "in the mainstream" of education. (RM)

Describes prison art programs in the United States at the state and national level. Emphasizes guidelines for selecting and training prison art teachers, and discusses development of an art program and teaching methods. The need for practical guidelines and long range planning is stressed. (JAC)

Education through art or any other subject will not automatically humanize anyone. The effect that art and art education can have on individuals and on society depends to a large extent upon the social responsibility or the moral stance of the teacher, the parent, and the artist. (Author)

Capitulation to the view that arts education is not the school's responsibility will remove from the school what it needs most: activities and problems that stimulate the imagination, tasks that celebrate ambiguity, prize sensitivity, and encourage children to take intellectual risks. (Author)

Data on industrial arts teachers employed during the 1975 through 1978 academic years are presented. The major focus of data collection was placed on the number of teachers employed, types of certificates, number of vacancies, types of degrees earned, lengths of teaching service, and professional involvements. (LRA)

Describes the work of Viktor Lowenfeld in developing creative art experiences for the handicapped, particularly using sculpture with the blind. The bulk of the article consists of excerpts from Lowenfeld's own writings, including a case study of his work with a deaf blind child. (SJL)

The author asserts that, to defend their programs, art educators must cooperate with other school staff. She warns that, by too closely identifying with the traditional artist's role (communicating nonverbally, being creative, acting as a tradition-breaker), the art teacher may risk being viewed as separate, noncooperative, and divisive. (SJL)

After analyzing Vincent Lanier's five characteristic roles of art education, the article briefly explains the pedagogy of Paulo Freire, based on human praxis, and applies it to the existing "oppresive" art education system. The article reduces Lanier's roles to resemble a single Freirean model. (SB)