Papers included in this collection which were originally presented at the inaugural meeting of the Caucus on Social Theory and Art Education are: "Introduction: Toward a Socially Progressive Conception of Art Education" (R. Bersson); "Established Ways of Thinking" (J. Hobbs); "Needed: A New View of Art and Emotions" (A. Sherman); "Statement for…

Ohio Hi-Point Joint Vocational School (JVS) has developed a comprehensive art program within the vocational setting. Selected trade and industrial programs at the school, as well as programs in agriculture and home economics, incorporate art instruction. The goals of the applied art program are as follows: to give students the opportunity to…

A list of successful art activities that teachers had used with special education children were presented. Additionally, discussion groups reported on defining the terms associated with art therapy and the goals of art education. Recommendations for continued program meetings on the finer issues of special education were included. (RK)

Considered the motivating force behind art works and how students can be stimulated to create. (RK)

Author suggested that if professional associations are to assume a leadership function, then professional art educators must examine the values they hold and then make distinctions as to which values they need to support most openly in the art education of children and youth. (Author/RK)

A Martian sums up his feelings on the state of art education in England. (RK)

The theme of this paper is the arts' responsiveness to the need for accountability to ourselves, to higher education, and to the outside world in new and more visible ways. (Author/RK)

The seminar's major theme was that art education is a discipline in its own right. It was concluded that the art curriculum can be both structured and disciplined, with the goals of art instruction determined from the characteristics of the discipline rather than of children at various stages of development. (Author/RM)

If art reflects, transmits, and extends human culture, studio art should be taught in a socially conscious manner. A theoretical foundation and practical suggestions for implementing a socially-defined studio curriculum in art are presented. (RM)

Differences between art education in schools and learning in art museums are discussed. If children are to see museums as something other than a continuation of classroom exercises, then fun, purposeful play, challenging new experiences, being with friends, self-directed exploration, and spontaneity must be major parts of museum learning.…

Five reasons art education is important for all students are discussed. They are: (1) art as basic education, (2) creativity, (3) aesthetic experience, (4) art appreciation, and (5) historical understanding. (RM)

The role of supervising art education must include leadership and advocacy as well as supervision. If art education is to be an important part of education, art educators must understand the political process which allocates support to educational programs and develops the leadership necessary for effective political action. (IS)