Reexamines Arthur Efland's (1976) landmark analysis of the school art style in light of contemporary theory and practice. In that context, suggests "authentic" instruction in art that ties art to real life and real-life practices of the contemporary art world is a feasible strategy for dumping the school art style. (DSK)

Argues that drawing in art is a visual, intellectual, and emotional act. Provides suggestions for helping students understand these three perceptions. Discusses the impact on curriculum design in art education. (CFR)

Explores the sources of art criticism and reviews some extant pedagogical models. Outlines the content skills to be developed and the role of art criticism in a discipline-based teacher training curriculum. Recommends that art criticism should incorporate pedagogy and other disciplines of art. (KM)

Argues that social change can be evidenced in the absence of an image. Discusses how murals painted by children 50 years after the bombing of Hiroshima and Nagasaki do not depict "the bomb," but it pervades the murals nonetheless. Shows that viewers draw unintended analogies between the images and the bombings. (DSK)

Asserts that content-based art education, which is dominated by discipline-based art education at the elementary level, is also represented by a secondary model developed within the International Baccalaureate Program. Maintains that the program provides a content-based structure and fosters thinking skills, creativity, and critical appreciation.…