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

This paper considered the popularity of museums, particularly art museums, and the problems that accompany such attention. It described, further, what the art museum is, what it does, and what it can and cannot do. (Author/RK)

Article described a project that examined the relationship of the arts to community recreation and park programs. (Author/RK)

Discusses formalist/universalist, personal response/ antiformalist, and pluralist approaches to aesthetics. Recommends using a pluralist approach because it accounts for the aesthetic principles of non-Western art forms. Discusses pluralism in art education and how the criteria of Western aesthetics are now being challenged by art educators. (KM)

Article discussed a study that surveyed attitudes of a cross section of Americans toward the arts and queried them about their involvement with the arts and various kinds of creative activities. (Author/RK)

Maintains that the creation of the 1835 Select Committee on Arts and Manufactures and its report are significant milestones in the development and history of British art education. Argues that the current emphasis on art and design education in Britain and the United States can be traced to the work of this committee. (CFR)

Examines the social, ideological, and cultural forces in colonial United States when plaster casts of Grecian and Roman sculpture were introduced. Describes how they were used in U.S. public schools and art museums to transmit the cultural heritage at the end of the nineteenth century. (KM)

Examines seven controversial issues in art education and sets them in a larger social context to help identify their contributions to art education. Concludes that art education should include all art forms from all cultures, develop more interaction between people in theory and practice, and extend the use of social and behavioral sciences. (KM)

Asserts that art education promotes high culture and ignores popular culture and is thereby precluded from making a positive contribution to students' lives. Outlines the principles for a socially relevant art education. Maintains that such an art education would contribute critically to the meanings, values, and beliefs students form with…

Maintains that visual images of people contribute to how people perceive themselves and others. Explores ramifications of this under social conditions where pornography is evident and accessible. Examines definitions of pornography. Applies critical theory to art education, stressing that art educators should identify and critically study artworks…