Beardsley's explanation of how works of art have the capacity to give an aesthetic character to human experience provides a justification for art education in the schools. His major work, "Aesthetics," and subsequent writings that have a bearing on art education are discussed. (Author/RM)

A playful series of activities using the "Yellow Pages" as a resource. (Editor)

Highlighting many of the author's own experiences as an artist and an art instructor, this paper laments the problem of visual ignorance among contemporary children and proposes a course in basic visual literacy. Such a course would teach form and content as interactive and synergistic concepts rather than as separate attributes. Students could…

The man aging editor of "Art Education" urges educators in all fields to work together in developing sensitive humane education which can lead youth to see their world aesthetically. (BR)

Asserts that visual literacy will increase in importance as mass communication continues to exploit the use of images as the basic conveyors of information. Explores the role of visual literacy and art production in discipline-based art education. (JDH)

A group of young children were studied to investigate their ability to sense expressive qualities in art and to respond to verbal clues which describe these qualities. Results are presented. (DF)

Guidelines for talking about art with elementary students are presented. A critical factor in developing children's art talk experiences is an organized, well rounded, and well developed plan that recognizes the differences between talk about student art and more general talk about professional art. (RM)

The definition and function of visual metaphor in selected paintings and sculptures from Picasso's works are explored. (RM)

The author urges art educators to contribute to holistic education by emphasizing the unique and alternative modes of thinking and acting which are intrinsic to visual arts. He presents two exercises to help students develop a perceptual rather than conceptual or linguistic mode. (Author/SJL)

Images can be and have been used in various ways, and by their man-made nature they cannot be considered independent of their providers' intentions. Yet, identifying such intentions is complex, and requires a critical look supported by relevant information on what is being represented, how, and why. In this article, the author illustrates some of…

Art history is a hybrid discipline that combines the verbal with the visual, yet the limiting verbal approach traditionally has defined the field. Another problem at the university level is that different types of classes define visually literacy differently; for example, art education programs emphasize perceptual and cognitive angles while art…

Past uses of art reproductions in schools and mass media publications are described, along with political, economic, and aesthetic issues raised by such usage. The presentation focuses on concerns associated with present and future educational use of reproductions, whether electronic or some other form. Issues of selectivity and aesthetics are…

The study presented in this article sought to determine if more positive art attitudes, more art knowledge, and higher standards of aesthetic preference might ensue from Blacks studying art examples created by Black artists, rather than those created by White artists. Results confirm the effectiveness of Black exemplars for Blacks' art…

Considers the modes of education that will enable people to choose themselves as open to works of art and the responsibility of art teachers to enhance qualitative awareness, to release imagination, to free people to see, shape, and transform. (Author/RK)

Offers a rationale for teaching art history as an integral part of the K-12 curriculum. Maintains that art history instruction should begin in kindergarten. Includes sections on the relationship between art history, art production, art criticism, and aesthetics. (JDH)