Contends that the concept of description educators present in their art criticism models differs from the concept of description in ordinary language; instead, it is a technical concept borrowed from the literature of aesthetics. Delineates differences between each concept, describes how the confusion arose, and discusses implications for art…

Identifies the essential features of critical inquiry and shows how it differs from the critical procedures often recommended by educators. Explains the implications of the inquiry process for teaching criticism. Provides a model of critical-inquiry instruction by suggesting three basic instructional strategies for teachers and describing an…