Outlines the philosophical dimensions of aesthetics, devoting particular attention to the development of a rationale for aesthetics in the public schools. (JDH)

Two studies investigated: (1) the art preference of young children for realistic, stylized, and abstract styles; and (2) the influence that exposure to art has on these style preferences. Analyses revealed that exposure increased preference for the selected painting as well as preference for other paintings in that style. (PCB)

Maintains that before any real teaching can take place, art teachers must combat "visual fatigue,""media bombardment," and "sensory overload." Describes each of these phenomena and offers practical advice for overcoming their effects. (JDH)

Maintains that museum learning should be an integral part of all school art programs and should not be treated as an enrichment, a supplement, or mere resource for the classroom-based art program. Describes the programs of 35 United States art museums which go beyond the standard "walk-and-gawk" tours of the past. (JDH)

Discusses three major theoretical approaches in using feature-length films to teach gender roles: semiological analysis, Marxist analysis, and sociological analysis. For each approach, relevant literature is cited and specific examples of films are given to illustrate some applications of that approach to gender role analysis. (MBR)

The primary function of museums is to help museum visitors appreciate and understand what they see. Specific means and methods are suggested, e.g., informative and suggestive labels and a sales desk where the visitor can purchase reminders of what he or she has seen. (RM)

Examines two issues: whether different modes of presentation used by communication media require their own unique brand of literacy, and whether the consequences of one kind of literacy, e.g., television literacy and all of its skill components, may affect those of another kind. (MBR)

The clustering strategy increased the metaphoric nature of college students' written interpretations for realistic, abstract, and nonobjective paintings. Relaxed attention exercises significantly increased metaphoric interpretations of realistic paintings only. (Author/RM)

Aesthetic value enhances personal and professional lives and contributes to people's environment. If one defines the aesthetic sense as the faculty that enables one to modify the quality of his or her environment, then it follows that aesthetic education should be a means to achieve this end. In order for that to happen, there must be changes both…

One educator's interdisciplinary interests in literature, film, and culture studies led him to the establishment of "Film Study," an upper school English course in which students develop a sense of "film literacy" through detailed "reading" of visual images; in addition, students evolve a working critical vocabulary…

Painting and poetry are analyzed to exemplify education of the variety represented by the humanities movement, education which is designed to help people live rather than to merely earn a living. (Author/KM)

An introduction to linguistics, structuralism, and semiology, with special emphasis on how these fields affect and can be applied in the study of cinema. The extensive bibliography includes books and articles in five languages. (CH)