The disparities between what is learned about art in formalized school instruction and what constitutes an informal, local knowledge of art are suggested by the general population's apathy toward art education and contemporary fine art and by studies indicating that children engage in art production and appreciation very different from their formal school experiences in art. The purpose of this study was to explore differences between school and local art knowledge and to develop the theoretical rationale for art instruction that encompasses local art knowledge and experiences. A 39-item reference list concludes the document. (Author/DB)