Considered the part of art education in the intellectual formation of children. (RK)

Considers developments in art education and the way social currents influence its practice. (RK)

Teacher makes a plea for more constructive attitudes toward art education and makes suggestions for formulating changes to improve the discipline. Also presents teacher reaction to his evaluation of the current status of art education. (RK)

In order that art students develop into qualified art teachers, the administration at Montclair State College decided to expose them to the world of the art professional. As well, the art student became familiar with his future area of concern both as a teacher in the school and with society in America. (Author/RK)

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

Discusses existentialist-based thinking, and the dialogue concerning it, and urges the implementation of such thinking into educational practice. (Author/RK)

Proposals for program development to meet current and future needs in Art Education. (MB)

The chief characteristic of the visual arts as a humanity is that the focus is upon the individual. (Author)

Describes art teachers as creative and humanistic people with a dislike for cognitive approaches to art. Most are products of university art departments, where students are encouraged to manipulate forms rather than ideas. The author proposes an art education program emphasizing aesthetic literacy, skills of art criticism, and social relevance.…

Ralph Beelke served the National Art Education Association (NAEA) as Executive Secretary and President; he was closely associated with the growth of a professional and organizational consciousness among art educators. In this interview, Beelke discusses his interest, trends, changes and work in art education, and the forming of the NAEA.…