Maintains that introductory art courses should promote three types of outcomes: (1) learning from works of art, or art criticism; (2) learning about works of art, or art history; and (3) learning how to make art, or studio art. Describes an approach to teaching introductory art lessons that helps achieve these three outcomes. (JDH)

Explains how teachers can make children's encounters with art more exciting and memorable. (FL)

Citing a lack of teacher preparation and available curriculum materials for art appreciation, the author proposes an art criticism/art history approach for the secondary grades. He outlines a sequence of operations modeled after Bruner's stages of perceptual decision making and presents a sample lesson plan. (SJL)

This paper attempts to show how Bruner's views regarding discriminate decision-making could be applied to efforts to plan and sequence learning activities in which secondary students examine and respond to works of art. (MB)

An attempt has been made in this article to show cause for training in critical inquiry for prospective teachers of art. (Author/RK)

Two experimental groups and a control group of elementary art education students were enrolled in three sections of a class designed to overcome established, frequently limited, attitudes towards art. All three groups were exposed to identical content combining the stages of art criticism with several theories of art. Teaching strategies, drawn…