Activities involving photographs stimulate visual perceptual awareness. Children understand visual stimuli before having verbal capacity to deal with the world. Vision becomes the primary means for learning, understanding, and adjusting to the environment. Photography can provide an effective avenue to visual literacy. (Author)

Described is a college-level art activity that teaches aesthetic literacy to entry-level art education majors. Students are asked to bring to class and to discuss two objects--one, an art object, and the other a nonart object. The article also presents thematic categories for the generation of aesthetic concepts. (RM)

The author urges art educators to contribute to holistic education by emphasizing the unique and alternative modes of thinking and acting which are intrinsic to visual arts. He presents two exercises to help students develop a perceptual rather than conceptual or linguistic mode. (Author/SJL)

A model for the teaching of aesthetic dialogue to intermediate grade students is presented. One outcome of children discussing the aesthetic structure of art is that they transfer this learning and structure to other areas of their life. (Author/RM)

Techniques that teachers can use to help art students to make an educated guess or to estimate an approximate solution while solving a visual problem that has no single correct answer are discussed. (RM)

Two sources provide guidance for developing a teaching strategy. The field of art criticism provides models of verbal behaviors for responding to art, and the research on classroom interaction provides models of questioning strategies. Excerpts from three dialogues between an adult and young children about painting reproductions are included. (SR)

Results of a summer training seminar for elementary art teachers showed that students taught by teachers trained in aesthetic education demonstrate a measurable increase in their sensitivity to aesthetic stimuli. The seminar is described and the evaluation results are discussed. (RM)

Utilizes a 17th-century Italian sculpture and an African fetish figure to illustrate essential qualities and characteristics of figurative sculpture. Points out the extreme differences and the many similarities between the two and offers explanations. Includes a process for leading students through "reading" the sculptures. (MJP)

Recreates a lively, informal discussion about art between three high school students and an art education professor. The students discuss their backgrounds, experiences creating art, and art preferences. Includes added commentary by the professor. (MJP)

Presents an instructional resource consisting of 4 18th-century Japanese prints combined with discussion questions and related activities for grades 6-12. The prints illustrate various aspects of a society in transition. Includes background material on 18th-century Japan and the prints. (MJP)

Presents four paintings and summarizes a discipline based art education approach to studying them. Each painting is followed by a brief text consisting of information about the subject and artist. The text also includes writing assignments, research questions, and related activities. The paintings include portraits by Goya and Joan Miro. (MJP)