Identifies three assumptions of art therapy which provide much of the rationale for the utility of art education. Stating that art is (1) a universal language which (2) enlivens the lackluster quality of life and (3) provides a heightened aesthetic sensibility, London presents these assumptions as serious alternative art education goals. (GEA)

Contends that, although the Eurocentric focus in art and literature currently may be out of favor, the lack of a cultural background may hurt students' scores on standardized tests. Describes a teaching plan based on artist John Constable's painting, "Salisbury Cathedral from the Bishop's Garden." (CFR)

Provides an example of a discipline-based art lesson which interrelates the content areas of visual analysis, art production, and critical/historical analysis in a strategy employing interlocking imagery. Describes the model used for such lessons by the Getty Institute for the Education in the Visual Arts. (AEM)

Maintains that art education in an urban environment needs to move beyond multicultural awareness. Urban art education must stress art as a way of knowing about the world, a way of making nonviolent statements about social and environmental problems, and as a way of working cooperatively with other students. (MJP)

Reports on a three-year study of the operational and formal curricula in the visual arts, music, drama, and dance. Discusses three operational types of art education: (1) the "little intervention" model; (2) the production-oriented curriculum; and (3) the guided-exploration orientation. (CFR)