This volume examines the way individuals think about objects and events in the world. These thoughts specify a priori assumptions that indicate what will be considered beautiful, valuable, and good. Decisions made about these matters determine what actions will be taken in regard to them. The continuous change that historically characterizes art…

Discusses problems in evaluating artistic ability, changing views on the appropriate content and methods for art education, and new research that reveals relationships between artistic and other intellectual abilities; briefly notes several studies on art programs for the gifted and talented. (MCG)

Provides an annotated bibliography for art education. Includes the following areas of interest: educational evaluation, tests and measurements, philosophical and aesthetic issues in art evaluation, and testing and evaluation in the visual arts. (GG)

The establishment of a unified voice, the development of a learned society, and the democratization of the National Art Education Association's (NAEA) governance are the three most significant changes that have occurred in the development of the NAEA since its establishment in 1947. During NAEA's foundational years, 1947-1958, many important…

The arts statement in the College Board's book "Academic Preparation for College" is discussed. The book recognizes the arts as a necessary academic area of study and defines the necessary arts competencies both for general college success and for advanced artistic study. Its suggestions should be adopted. (RM)

Proposes an aesthetic philosophy concerning public art and art education that is based on neo-Kantian principles. This philosophy advocates an art that inspires and educates and is a valuable presence in individuals' lives. Contrasts this with art that is politically motivated and prone to "cultural victimization." (MJP)