New understandings of drawing, emerging from the conjunction of methods and models from cognitive science and arts-based research, have important practical applications for art education and beyond. This article gives a brief account of recent drawing and cognitive research and discusses the relevance for art teachers. Through their research, the…

A comparison is drawn between acquiring linguistic skills and acquiring creativity. It is suggested that aesthetic values have to be taught, that literalism has an important function in artistic development, that media can help to control and direct a child's attention, and that formulas impart a necessary competence. (Author/KC)

A eulogy to art educator and researcher Henry Schaefer-Simmern, explaining his theory of gestalt visual conceiving and artistic cognition. (SJL)

Contends that, in the last decade, there has been increased respect for teachers' practical theories about teaching and learning. Discusses preservice art teacher education and aspects of reflective teaching. Describes the use of student journals in an art methods course and presents quotes from the journals. (CFR)

The arts are in trouble in the public schools, says the author. This article is intended to clarify the kind of investigation that artists and educators are counting on to supply some support for the balanced curriculum, that is, the inclusion of the arts in public education. (Author/KC)

The author, an architect, discusses how architecture can provide sources of content for the curriculum in general and the art program in particular. She views architecture as a way of organizing the built environment, important to understanding history, social sciences, and mathematics as well as art. (KC)

It is suggested that the right hemisphere of the brain--the creative, visual, imaginative--is being ignored in today's classroom, and ways of correcting this are presented. It is in this way that humanistic qualities may be established in existing curriculum. (KC)

Believes that students' learning in art should take the form of an interconnected cognitive lattice structure composed of varied experiences throughout their art-education experience. Maintains that students should encounter art educators with multiple teaching strategies and perspectives enabling students to understand art's interconnected…

Reviews the place of creativity in the two major orientations of art education: (1) creative self-expression; and (2) discipline-based art education (DBAE). Asserts that critics of DBAE argue that it is dry and does not allow for creative expression. Rejects this notion and claims that properly implemented DBAE produces intellectual and emotional…