The purposes of the paper are to discuss use of a concept formation model in art education and to suggest ways in which teachers might plan and develop art instructional activities consistent with the model. Based upon a social studies model designed along the lines of Robert Gagne's learning theory, the art education model utilizes rule, concept, discrimination, and verbal information learning and problem solving. Section I describes ways of overcoming vague or incorrect student conceptions through use of the abstract, conditional, and utilitarian dimensions of concept definition. Section II relates concept clusters to art education and gives drawing as a concept which can be clustered with design, pattern, volume, depth, and perspective. The importance of rule learning in art education is discussed in section III, followed by an explanation of the need to develop student problem-solving skills in section IV. Section V describes ways of developing learning activities which are congruent with Gagne's five model levels. The bulk of the paper presents definitions of art terms and multiple choice questions intended to develop student concept formation, verbal association, and discrimination of proportion, space, drawing, composition, form, and line. (Author/DB)