The repeated and unvaried reliance upon a concept, a medium, technique or a subject implies ignorance of other possibilities or how to implement them. (Author)

Illustrates the use that can be made of aestheometry'' (the aesthetics of geometry) in stimulating student inquiry and in promoting interdisciplinary study by providing instructions for the construction of an illusion of a floating sphere in a pattern of threads. (AL)

The cognitive processes involved in understanding aesthetic Principles are discussed. (CK)

Author has attempted to call attention to the weaknesses of some prominent research in the field of art education and to point out what he thinks is the insidious nature of the propaganda that it generates and reinforces. (Author/LF)

Described the uses for papier-mache as creative material with minimal cost from which children can produce worthy products. (Author/RK)

Reviews the value of art for both individuals and society, and maintains that the outcomes of art education demonstrate that art should be considered an educational essential. (Author/DB)

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)

The philosophy underlying Dutch creativity centers has been shifting between focus on the intrinsic values of art itself and the instrumental use of art for developmental and social purposes. A more cognitive approach to art education for adults can guide future innovation in the centers. (SK)

In this article we characterize the ideology of visual culture as "spectacle pedagogy" in that images teach us what and how to see and think and, in doing so, they mediate the ways in which we interact with one another as social beings. Given that we are always immersed in visual culture, an understanding of its impact on social relations enables…

The author argues that "substantive" art integration harmonizes with contemporary postmodern thought in art education and represents a strategy for teaching art in a postmodern way. Bringing together theories from cognitive science and metaphor theory (specifically connection and projection), the author shows how substantive integration promotes…

Community colleges have long been recognized for their success in providing affordable access to higher education for all and for serving the nation's workforce needs. Their substantial civic and cultural contributions are now also capturing the attention of businesses and of policymakers at the highest levels of government. Why? Because research…

Background: Recognizing that arts education is important in facilitating learning and in enhancing creativity in students, recent education reform in Hong Kong has sought to promote arts education and efforts to encourage creative expression through different art forms. Among different modes of creative arts expression, drawing has been suggested…

This article proposes an approach to teaching and learning in the university arts sector that is able to accommodate and assess creative process alongside practice. In arguing thus, romanticized notions of "the spontaneous artist" are exposed to scrutiny, and the creative process itself is made subject to analysis. Notwithstanding its focus on the…

This paper traces some of the early 20th century roots of aesthetic formalism as they came to effect the development of art education theory and practice in this country up to the beginning of the Second World War. The paper focuses on American sources and on the writings and ideas of Benman Ross, Arthur Wesley Dow, J. Hambidge, Albert C. Barnes,…

Examines the nature of science and art, and discusses the relationship between these two fields of creative human activity. (JR)