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)

In focusing excessively on nurturing the students' creative artistic potential, many teachers tend to neglect the students' potential for learning to appreciate and talk about the visual arts. Teachers should be prepared for teaching art appreciation with inservice workshops, summer and night courses, and further university training. (DS)

Calls for dispelling the myth that no valuable art learning can be gained from structured elementary programs and suggests revising teacher education methods courses to train elementary teachers so they can help students develop significant awareness of art qualities, artistic processes, and art history. (JD)

Comments on the history of visual arts in American education. Discusses changing emphases in art education, including a dialogue between teachers and students. Objects to the Paideia Proposal's inclusion of a focus on morality in public education. Briefly covers other Proposal topics: coaching artistic activities, spiritual growth, teacher…