Smith replies to Matoba's earlier art/sports analogy (Art Education, v38 n4 p30-31,46). Smith's basic disagreement is that art is not a sport. (RM)

Techniques are presented to get children thinking about their body motions, thereby increasing the expressiveness of their drawings. (RM)

Compares Oskar Kokoschka's teaching practices with American Progressive Education literature. Observes that the latter stresses the need for practicing artists to teach in the schools. Evaluates the strengths and weaknesses of the artist-in-the-classroom concept revealed in light of Kokoschka's practices. (KM)

Proposes an art curriculum framework that reduces aesthetics to three theories of art: imitationalist, formalist, and emotionalist. Fits each theory into the curriculum at the appropriate developmental stage of the student. Applies these theories to art criticism, art history, and studio production. (LS)

The relationship between obscenity in the arts and practices in the school art classes is discussed. The issue of whether or not a teacher can advocate unrestricted freedom of speech expression is raised and the problems for the teacher caused by attitudes in the contemporary art world are outlined. (Author)

Asserts that multiculturalism is an inevitable feature of future curriculum development. Describes four approaches to multiculturalism: (1) attack multiculturalism; (2) escape multiculturalism; (3) transformative multiculturalism; and (4) repair multiculturalism. (CFR)