This article dealt with some prevailing contradictions and misconceptions in regard to the function of the arts in general education and in aesthetic education. (Author/RK)

Considers John Ruskin's practical teaching of art at the Working Men's College in London and examines his objections to the government-sponsored approaches to art instruction. States that his aims and teaching deserve reappraisal for they may have a particular relevance in the changing relationship between education and society today. (GEA)

Educators and advocates should strongly support the incorporation of aesthetic and art education into the school curriculum, since it provides images that help make comprehension of concepts easier. Evidence shows that, through art, music, and dramatic experiences, students learn to work together, express themselves, think creatively, and make…

This lesson uses a full-color reproduction of Adolph Gottlieb's 1946 painting, "Forgotten Dream," to introduce students to the ideas of symbolic imagery in abstract expressionist art, and to help students discover reasons and ways artists communicate their memories, dreams, and fantasies. (JDH)

This article describes the importance of examining the internal, original, and external context of a photograph. The article concludes by showing how students can be helped to understand internal context. (JDH)

Described is a college-level art activity that teaches aesthetic literacy to entry-level art education majors. Students are asked to bring to class and to discuss two objects--one, an art object, and the other a nonart object. The article also presents thematic categories for the generation of aesthetic concepts. (RM)

This paper attempted to learn what it is that one appreciates in the process of learning about art. (RK)

Discussed the process of aesthetic consciousness and how to retain it and understand what it is. (RK)

Trends in the U.S., from the 1830's to the present. (SP)

Discusses the role and importance of the arts for education and society, arguing that the arts are not fluff to be eliminated from resource-limited curriculums, but are an important aspect of stimulating human imagination, thinking processes and the ability to feel. (WAS)

Art education is discussed as a necessary basic skill which develops aesthetic responses fundamental to life experience. The role of art in internalized cognitive mechanisms is illustrated by the "American Freedom Festival," a day of school activities in many arts, developing the "whole" child's resources and sense of discovery. (CM)

The author maintains that art is a social product and that, in the teaching of or about the arts, the social setting in which the arts exist must be acknowledged. She discusses British developments in the sociology of art. (Paper presented at the Aesthetic Education Conference, London, September 1980.) (Editor/SJL)

The author summarizes the contributions which aesthetic or arts education can make, both to academic competence and personal creativity, for learning disabled students. Vignettes illustrate the potential of various art forms, including manual arts, music, dance, drama, and filmmaking. (SBH)

The author outlines four main orientations in the history of aesthetics and relates each to a specific theoretical orientation in psychology. He suggests that these four alignments can serve as categories for distinctive teaching traditions presented in the literature of art education. (SJL)