Contends that teaching interpretation within art criticism is probably the most difficult aspect of teaching criticism. Provides suggestions and 17 principles to guide art teachers in engaging their students interpretive dialog about works of art and to provide criteria for assessing their interpretations. (CFR)

Contends that student questions about art interpretation and evaluation require that teachers should broaden their interpretations of works of art. Discusses modernism, postmodernism, and discipline-based art education. Concludes that a postmodern approach to art education could empower students with knowledge to create new worlds. (CFR)