Describes how art education in the 1940s and 1950s was influenced by national social and political issues. Elaborates on conceptions of good citizenship and the new nationalism and internationalism which were emphasized. Claims this curriculum model withheld from children knowledge of the complexities of art and society. (BSR)

Focuses on ways in which a group of high school students responded to fine art and other forms of visual culture, such as advertising images, cartoons, and propaganda posters. Discusses three emergent themes in student responses: (1) purposes of imagery; (2) interpretation of images; and (3) relationships among images. (DSK)

Discusses philanthropy in three parts: (1) development of foundation philanthropy, (2) Andrew Carnegie's vision to "civilize" the United States, (3) historical background and purpose of the Minnesota Owatonna Project. Concludes by stating that there is nothing inherently good or evil about philanthropic bureaucracies, pointing out that…

Presents gender issues in the context of a broad definition of art education. Reports on a study of the ability of 115 eighth- and 11th-grade students to assess critically gender stereotypes. Provides five recommendations for dealing with gender issues in the art education curriculum. (CFR)