Discusses Langer's thesis that metaphor is essential to thought and art is metaphor in terms of symbolization and the components of metaphor. The nature of visual metaphor, using Ortony's construct of linguistic metaphor, and how differences between visual and linguistic metaphors bear on the problem of interpreting art are discussed. (AM)

Outlines and illustrates a process of teacher-student dialog based on Ingarden's analysis of art appreciation and Beardsley's discussion of art criticism. A qualified teacher guides student in grasping a work of art's pervasive quality, describing and interpreting its parts and relations, and judging the overall expression of the work. (AM)

Describes an attempt to use two theories of literary criticism as a research strategy for interpreting art. Paul Ricoeur's interpretation theory and Northrup Frye's Anatomy of Criticism were adopted as approaches to the problem of understanding religious or mystical paintings by Norman Adams. (AM)

Article evaluated the types of research consistent with the idea of promoting the aesthetic welfare via a cultural service field. (Author/RK)

Examines preference for relative degrees of realism or abstraction in works of art as a function of gender and grade level using the Salkind Picture Preference Scale. Results are discussed in light of implications for understanding age and gender differences in preference and the application of such findings to education. (DSK)

Describes a study to determine the nature of Blacks' and Nonblacks' aesthetic perceptions of Black art. Black and White nonart college students rated paintings by Black artists representing three types of Black art--Mainstream, Blackstream, and Activist. (AM)

Relying solely on explanations of an art object's characteristics as a basis for judging its value is educationally misleading. Students also need to understand that value judgments are bestowed by people and that these justifications of "good" art are conditioned by the viewer's social milieu and beliefs about art. (Author/SJL)

This research attempted to find out how the arts are faring amid economic and social forces which create and alter entire life styles for those who live in new towns. (Author/RK)

Focuses on how art viewers express their aesthetic experiences into linguistic structures. Analyzes the language of novice adult art viewers and, using discourse analysis, identifies four interpretive strategies evident in their speech: (1) contrast, (2) negation, (3) speculation, and (4) narration. Discusses each strategy in relation to current…

Discussed are the fundamental principles and the origins of discipline-based art education. (RM)

Examines the relationship between culture and the development of attitudes and beliefs about art and art-related skills in a cross-cultural perspective. Demonstrates how the notion of excellence in drawing is constructed through a specific cultural context. Considers the implications to pedagogy of visual representation, especially in the context…

Reports the results of a study designed to assess differences in Blacks' and Nonblacks' rating of representational and nonrepresentational art works by Black and Nonblack artists. Results suggest ethnic identity in art does not ensure aesthetic valuing by ethnic groups. (JDH)

The clustering strategy increased the metaphoric nature of college students' written interpretations for realistic, abstract, and nonobjective paintings. Relaxed attention exercises significantly increased metaphoric interpretations of realistic paintings only. (Author/RM)

Inquiry into teaching art has a compounded middle or language section, so that the researcher can dwell in common dialogue with the teacher who is doing the same with students. A rational-empirical scientific approach would disintegrate these truth and language conditions through its stance in methodology and quantifiable language. (Author/SJL)

Discusses the reasons for the development and inclusion of multiple art criticism formats in the curriculum. Points out the ways in which a variety of world views approach can heighten the appreciation of art. Suggests that a multi-cultural approach will enrich the lives of all students in a pluralistic society. (KO)