Examines the similarities and differences between the artistry of children and adult masters. Suggests that while artists have more highly developed skills, far more control of their gifts, and superior ability to experiment systematically and to choose among alternatives, much in their processes of creation is reminiscent of children. (JMF)

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)

Observes that time in many cultures is viewed as cyclical in nature, and is perpetualized in rituals and the art forms that surround them. Argues that, if art education aims to promote understanding among cultures, it must consider works of art, techniques, and meanings not only in geographic and racial contexts but in temporal ones as well. (KM)

Aims to show that children have a "functional use of drawing" which contrasts with the mechanistic stages model of drawing development. Observes that young children's images often show extended time sequences. Argues that, when considered from this viewpoint, children's drawing abilities develop gradually from a high to a low variety of…

Examines basic issues about art education including its content, relevance to students' lives, creativity, and testing and accountability. Argues that art educators need to work at diagnosing problems, improving learning, and making opportunities for students rather than attempting to make art education accountable by submitting it to formal…

Describes two studies of art instruction offered to secondary school students which integrated art production with critical and historical learning and provided some comparisons with non-integrated approaches. Provides observations of high school art programs that included art history and criticism as part of the integrated art curriculum. (AEM)

Shows how two approaches, nurture (subject-matter centered) and nature (child-centered), have affected education and art education over the years. Concludes that whichever approach is fashionable, art education must be relevant to students' lives and they should be able to talk intelligently about art. (KM)