Art reveals to us the face of man and the places where that face resides. How different cultures use the senses of place and environment, both natural and man-made, is considered. (IS)

Describes spatial, pedagogical, and psychological dimensions of the pottery studio as an art learning environment. Contends that the art learning environment, at its deeper levels, is determined by the philosophic meanings and underlying attitudes of student and instructor as conveyed in their speech and writing. (RM)

Though the world of schooling may be in trouble, the world of art is booming, and though few of the benefits have yet percolated through the schoolhouse walls, there are hopeful signs and, indeed, several genuine innovations, such as Advanced Placement and CEMREL's Aesthetic Education Program. (Author/SJL)

This article describes a successful project that demonstrates the effective practice of two important trends in art education today: (1) creating space for art education that is informed by scholarship on community-based pedagogy and environmental design; and (2) collaborating to achieve more comprehensive learning outcomes. The project was a…

The perspective that the physical structure--the classroom, the building, the campus--in which one learns is irrelevant or, at best, ancillary to what transpires within the walls of the institution is troubling, especially for those concerned with educating individuals in the ways in which design and behavior interact. In this article, the authors…

The back-to-basics movement alone cannot solve many of our pressing educational difficulties. Absenteeism and discipline problems point out the need for schooling that fosters human relationships and individual interests. This speech was presented at the American Association of School Administrators Convention, New Orleans, Louisiana, February 16,…

Identifies the potential roles of art teachers, urban planners, and community groups in education programs that enable students to understand the built environment. Proposes a new branch of art education that stresses knowledge of the social and political context in which built environments are formed. Stresses the shaping of student…

The author describes several higher education classes he has taught in an attempt to test out approaches to nondirective, unstructured art education classes and the students' responses to such approaches. (KC)

Explores the sensory, formal, and symbolic orientations for studying environmental aesthetics. Points out that environmental aesthetics are related to both the natural and built environments. Discusses implications for art education in developing aesthetically oriented individuals. Maintains that learning something in environmental aesthetics is…

Believes that students' learning in art should take the form of an interconnected cognitive lattice structure composed of varied experiences throughout their art-education experience. Maintains that students should encounter art educators with multiple teaching strategies and perspectives enabling students to understand art's interconnected…