Examines the relationship of visual forms and social values education. The ways in which art, architecture, and design embody social values are discussed. The ability to decipher values in visual forms is a complex, cognitive skill. Mastery of this skill increases student comprehension of values in other areas. (AM)

Presents an interview with Black educator, Elma Lewis, founder of the National Center for Afro-American Arts. The interview covers Lewis' early childhood education, family background, and Black cultural background. Lewis describes her vision for the Afro-American Center, its current financial problems, and her perception of the role of art in…

Criticizes the approach towards literacy taken by E. D. Hirsch, Jr. in "Cultural Literacy: What Every American Needs to Know." Compares Hirsch's list of "What Literate Americans Know" with lists in books on trivia. Expresses concern about the narrow sense in which Hirsch conceives context in relationship to literacy. (LS)

Presents and discusses the reasoning behind the National Art Education Association's position statement, "Art in the Mainstream." The statement is intended to clarify the wider value of art education. Art education is essential in developing positive attitudes toward work, in enhancing literacy, and in increasing understanding of human values. (AM)

This article argues that art educators must go beyond mere use of computer technology to assist instruction. They must also use their training in fine arts and humanities to influence the aesthetic and ethical directions of new technologies. (JDH)

Presents reasons why art education should be considered a mainstream discipline. The author argues that art educators must use their skills in visual media to communicate the importance of visual literacy. The relevance of art to work skills, language acquisition, and cultural values is examined. (AM)

Throughout European history, artists have celebrated the values of their patrons. Today, the schools are the largest employer of artists. To justify art education according to current Back-to-Basics values, art teachers should explain visual art as a language, which they can teach students to read and use. (SJL)

Discusses the role of industrial design in the twenty-first century. Explains that technology has widened the gap between rich and poor societies. Argues that future designers must concern themselves with the quality of life. Includes a description of the University of California Los Angeles (UCLA) Industrial Design Program. (KM)

Explores approaches to art-making, art criticism, and aesthetics as applied to conceptual art. Describes a one-day workshop with gifted secondary students to analyze socially critical art. Illustrates how artworks initially classified as provocative or prohibitive in the classroom can become more comprehensible to students. (CFR)