Argues that studying professional art critics can provide material for studying art criticism in the classroom. Focuses on the published work of Lawrence Alloway. Describes how his work covered a wide range of artists and movements and how he was politically proactive in promoting underrepresented populations of artists. (KM)

Examines studies, especially those of Viktor Lowenfeld, which suggest that coloring books are harmful to the creative expression of children. Proposes an alternative hypothesis that views coloring books as useful teaching tools to help children understand and appreciate art. Calls for further research into the issue. (KM)

This study introduced to 88 selected adults (aged 60 and older) eight combinations of art curricula and teaching approaches encompassing three components of art education: productive; historical; and critical-appreciative. All eight experimental groups made similar improvement in the aesthetic quality of their art products. (Author/SJL)

Explores feminist pedagogy's liberating relevance to the theory and practice of contemporary art education, on the premise that feminism can ameliorate the marginal statuses of women, art, and education. Discusses feminism's impact on education, feminist pedagogy as an alternative instructional model with its emphasis in collaboration,…

Contends that history is a discipline with a great potential which could be exploited in the service of art education. Proposes that this potential be tapped by extending our notions of the educational functions of history and our conceptions of what past events might be seen as historically significant, and by learning to recognize historical…

Describes two studies of art instruction offered to secondary school students which integrated art production with critical and historical learning and provided some comparisons with non-integrated approaches. Provides observations of high school art programs that included art history and criticism as part of the integrated art curriculum. (AEM)

Compares Oskar Kokoschka's teaching practices with American Progressive Education literature. Observes that the latter stresses the need for practicing artists to teach in the schools. Evaluates the strengths and weaknesses of the artist-in-the-classroom concept revealed in light of Kokoschka's practices. (KM)

Asserts that educational researchers ideally want their interests, values, and assumptions about life and human purpose interwoven with their research themes. Reviews research in art education. Concludes that one topic to study would be the relationship between art education and life. (CFR)

This experiment compared six methods of teaching concepts of painting style. A practice-plus-verbal feedback teaching strategy (active condition) was compared to a strategy using modeled verbal response (passive condition). Each strategy was combined with three amounts of information: none, artist's name, and name plus style rule. (Author/SJL)

Points out shortcomings of instructional methods derived from art criticism, viewed either as a set of procedures for critiquing artwork or as metacognitive principles for reflective thinking about artwork. Proposes a model of critical-inquiry instruction based upon three instructional activities: personal response, student research, and concept…

There are different types of copying, some involving artistic behaviors and some not. It is important to differentiate these types, separating the replication of conventions from more inventive artistic behaviors. A framework for such examination is applied in a group of pilot studies involving children copying comic strips. (Author/RM)

Profiles the career and contributions of English art teacher Marion Richardson (1892-1946). A dynamic and assertive woman, Richardson's ideas and practices changed British primary and secondary art teaching for many years. She often used "word pictures" (narrative descriptions of scenes or emotions) to inspire her students. (MJP)

Contends that using art textbooks is a relatively new trend in art education. Reports on a survey about art textbook use among 64 art teachers involved in an in-service teacher education program. Concludes it is important that the art education field encourages, promotes, and supports research on the use of art textbooks. (CFR)

Inquiry in art is proposed as a model of the predominantly cognitive behaviors that are involved in producing visual art. The model behaviors are: set a direction, discover, visually analyze, classify, personalize, hypothesize, reorder, synthesize, and evaluate. These behaviors provide the basic structure for a teacher questioning strategy…

Relying solely on explanations of an art object's characteristics as a basis for judging its value is educationally misleading. Students also need to understand that value judgments are bestowed by people and that these justifications of "good" art are conditioned by the viewer's social milieu and beliefs about art. (Author/SJL)