Smith replies to Matoba's earlier art/sports analogy (Art Education, v38 n4 p30-31,46). Smith's basic disagreement is that art is not a sport. (RM)

Past uses of art reproductions in schools and mass media publications are described, along with political, economic, and aesthetic issues raised by such usage. The presentation focuses on concerns associated with present and future educational use of reproductions, whether electronic or some other form. Issues of selectivity and aesthetics are…

Examines Viktor Lowenfeld's activities as an instructor at the Hampton Institute, Virginia (1939-1946), an essentially Black school in a pre-civil rights movement southern setting. Discusses his theoretical statements and his behaviors in relation to teaching art to Black adults. (GEA)

Applaudes National Art Education Association research efforts, but suggests that a major weakness in the program, and in art education in general, is the lack of a distinct philosophy of art education. Criticizes art-education researchers' over-reliance on theoretical authorities from outside of the field and neglect of their own experiences. (DSK)

Reviews Natalie Robinson Cole's contribution to the field of art education by contrasting her philosophies with those of other art educators. Compares her teaching style with Viennese art educator, Franz Cizek. Concludes that Cole's life and work can be examined within as many frames for understanding as can be devised. (KM)

Examines Viktor Lowenfeld's Viennese experiences and analyzes the relationship of those experiences to his views and practices as an art educator in the United States. Questions the appropriateness of ideas developed from Austrian social and educational experiences and from Viennese aesthetic notions in the context of art education for U.S.…

Observes that, as concerns for multicultural education increase, art-education historians' inattention to areas outside of the Northeast becomes apparent. Uses New Mexico as an example of a state meeting multicultural needs in art education, but points out that much information about New Mexico cannot be found in mainstream art-education…

This article examines violence, socialization, and implications for art educators. Section 1 discusses violence as learned behavior within Lonnie Athens' notion of "violentization" or socialization to violence. In this framework, violent individuals first undergo "brutalization," a period during which they experience or witness violence, followed…