A comparison is drawn between acquiring linguistic skills and acquiring creativity. It is suggested that aesthetic values have to be taught, that literalism has an important function in artistic development, that media can help to control and direct a child's attention, and that formulas impart a necessary competence. (Author/KC)

Reviewing some empirical studies on brain hemisphere functions, the author concludes that though the brain is lateralized for specific tasks, this fact has no necessary bearing on educational methodology. He asserts that we do not yet know enough to label and teach art as a "right brain" activity. (Author/SJL)

Asserts that qualitative research methodology represents a fundamental reconceptualization about knowledge, validity, and education. Reviews the history and trends of educational research and argues that it is increasingly legitimate to use qualitative methods. (CFR)

Explores the interrelationship of educational research to art. Recommends using art as a part of research methodology. Describes the use of a nineteenth-century painting, "The Knitting Lesson," as a metaphor for incorporating the use of research in preservice art education. (CFR)

Reviews the place of creativity in the two major orientations of art education: (1) creative self-expression; and (2) discipline-based art education (DBAE). Asserts that critics of DBAE argue that it is dry and does not allow for creative expression. Rejects this notion and claims that properly implemented DBAE produces intellectual and emotional…