In this article, the author provides five reasons why teachers should care about John Dewey. John Dewey was an "American Pragmatist philosopher, educator, reformer." Dewey lived a long and amazingly productive life, spanning the turn of the 20th century, from 1859-1952. In addition to lots of writing, he taught at the University of Chicago (where…

Discusses C. Milbrath's thesis that artistically talented and less talented children follow different developmental paths because they rely on different ways of responding to the world. Relates this thesis to studies of the childhood work of Paul Klee, Henri Toulouse Lautrec, and Pablo Picasso. (SLD)

Article considered the areas of most of the researches into art education and the problem of establishing clarity and priority in the theoretical framework of studies in the field. (Author/RK)

Author directs his attention to the question of why art should be taught in the public schools and the necessity of creating an antienvironment. (RK)

A paper given at a conference of art educators stressing the importance of a special way of living and behaving which emphasizes explorative inquiry, inventive "making" or creation, and dialogue or openness to experience. (SF)

The main concern of this study--what is the image of the artist as it is projected by entertainment films--raises four subsidiary questions. The first is whether that image varies from one film to another and, if so, how and to what extent. Secondly, presuming such variations, are they related to the time period in which the films were produced?…

Outlines four exercises for high school students to demonstrate how people perceive color differently because of changing light conditions, varying viewpoints, and the viewer's preconceived notions of color. Maintains that an artist can use color perception to control a viewer's mood. (KM)