The author presents a strong case for the Artists in Schools Program, by describing the success of such programs throughout the United States. He believes this experiential approach to art provides humanizing experiences. (KC)

Sets forth diagramatic representations of the four art disciplines (aesthetics, criticism, history, production) as a basis for devising a discipline-based art curriculum. Provides an example of an inquiry framework to guide the planning and application of instruction. (AEM)

Discusses three articles by Vincent Lanier, E. Louis Lankford, and Kenneth M. Lansing pertaining to Discipline Based Art Education that appeared in a previous issue of this journal. Points out the positive aspects and shortcomings of each. (AEM)

Proposes an alternative to discipline-based art education (DBAE) called Aesthetic Response Theory (A*R*T*). Reviews problems of DBAE and outlines a curriculum based on the A*R*T* alternative. Concludes that the A*R*T* approach makes the serious study of art more feasible for classroom teachers. (BR)

This paper examines art instruction in elementary and secondary schools, focusing mainly on the major shift in theory and practice which began in the early 1960s. Offers a broad view of art and emphasizes the importance of discipline-based art education in the K-12 curriculum. (JDH)

Defines aesthetic scanning, the perceptual activity that artists use when creating art and that connoisseurs use when contemplating it. Shows how to ask questions that elicit information about the sensory, formal, expressive, and technical properties of a work of art. (JDH)

While there is increasing agreement that aesthetics is related to a quality art program, an analysis of major scholars who have prescribed content for aesthetics in art education indicates that there is little agreement on the conditions of the relationship. This study attempts to clarify different conditions for aesthetics in the curriculum.…

Intermediate grade students were asked to do a creative writing project based on Kier's painting "The Picnic." The approach they used to view the painting was one influenced by the aesthetic philosophy of Mikel Dufrenne. (RM)

The nature of culture, the traditional culture of the Jews, cultural changes in the Jewish people, particularly in the state of Israel, and the implications of these developments for art and aesthetic education in Israel are discussed. (RM)

The new arts education program at the University of Regina, Saskatchewan, Canada, which stresses aesthetic education is described. Music, dance, drama, and the visual and literary arts are all included in the undergraduate program. (RM)

While art education and art therapy each have distinctive features, they are not totally separate entities in the educational field, since overlap occurs in setting, subjects, training, theoretical orientation, and program content. (MB)

This article attempts to outline five major areas of components, selected by virtue of the attention paid them in recent writings, which could provide the content for various combinations of art activities. (Author)

In order that art students develop into qualified art teachers, the administration at Montclair State College decided to expose them to the world of the art professional. As well, the art student became familiar with his future area of concern both as a teacher in the school and with society in America. (Author/RK)

Finnish educators are concerned with the affective and aesthetic aspects of environmental education, with sensitivity to the urban, as well as the natural, environment. This article, one of several in this issue on art education in other countries, describes how human environment concepts are used in Finnish art teaching. (SJL)

An essay on the relationship of the visual arts to learning, particularly general vs professional art education, the question of artistic activity-making art vs viewing art, and the content of the visual arts. (Author/SJL)