Identifies concepts relevant to aesthetic literacy, suggests possible procedures for instruction, examines different interpretations of aesthetics, and presents a curriculum model for aesthetic literacy. (Author/JDH)

The authors review a body of theory and accumulating evidence which suggests that critical study of the arts facilitates the development of cognitive skills, including those essential to reading. (Author/SJL)

Whether or not knowledge about the painter Picasso is helpful or indispensable in teaching appreciation of his art is discussed. Three studies by Denis Thomas, Mary M. Gedo, and Frank Elgar that argue that knowledge of Picasso the man helps students understand his paintings are examined. (RM)

Students in grades 1, 3, 6, and 10 viewed a selection of paintings to determine developmental stages in aesthetic judgment. Age group responses were analyzed for general characteristics and for children's ability to distinguish among standards of personal preference, community values, and technical competence. (SJL)