Questions the origin of design history and its relationship to art history. Maintains that design historical knowledge is produced, and it must be acknowledged that there are design histories and not one monolithic body of knowledge. (KM)

This report presents and compares the results of the first and second art assessments conducted by the National Assessment of Educational Progress (NAEP) in 1974-75 and 1978-79. The achievement and attitudes of approximately 7,500 9-year-olds, 11,000 13-year-olds, and 13,500 17-year-olds were surveyed. The report consists of an introduction to the…

Presents four lesson plans designed to teach about Frank Lloyd Wright's "Hollyhock House" to primary, intermediate, and secondary art students. Provides an overview describing the history and design of the house, including its relationship to Mayan architecture. Includes nine photographs and original drawings of the building. (CFR)

A review of reports, a survey, and national assessments of art education shows that visual art students are not learning art knowledge and skills because art teachers do not teach art appreciation, art history, or design and drawing skills. Priorities concerning art education content and teaching methods must be changed. (RM)

This handbook gives guidelines for setting up an elementary level art appreciation program. The program encourages involvement by staff and parent volunteers, resource persons and presenters and utilizes commercially produced art reproductions. Sample art reproduction selections and schedules are given. An art vocabulary and a time line of world…