The views of Immanuel Kant, Soren Kierkegaard, Henri Bergson, John Dewey, and Susanne Langer were discussed. In this article they served as five important figures in a historical account of the concept of the aesthetic as the immediately sensuous. (Author/RK)

Offers some observations about child art and some research findings in this area. Attempts to establish the basis for accepting child art as art. (Author/RK)

This paper considered the popularity of museums, particularly art museums, and the problems that accompany such attention. It described, further, what the art museum is, what it does, and what it can and cannot do. (Author/RK)

Describes a study that investigated the relationship of task difficulty to trainable mentally retarded students' interest in four art activities and art products resulting from these activities. A Spearman Rank Correlation procedure revealed a negative correlation between task difficulty and subject's interest in art activities and products. (AM)

This paper is a summary of a philosophical study in art education. (Author)

Study to determine how to reliably identify the operation of flexibility in the art product which in turn could possibly suggest what qualities a teacher might selectively emphasize in attempting to develop greater flexibility in art. (Author/MB)

Investigates the effects of medium, task, and instruction on the child's representation of the human figure, the origins and course of development of the child's representational effort, and the effects of socioeconomic status (SES), intelligence, age, sex, and mental retardation on the representation of the human figure. (Author/RK)

This research locates creativity in products rather than processes and maintains that it is long after childhood that creativity is even possible. (Editor/RK)

Elementary teachers, in addition to developing studio skills and increasing knowledge about art history, must also be experienced in art criticism. (Author/MB)

Proposes a narrow and more manageable definition of creativity in order to consider the question of whether and how children's art-making may be said to be creative. (Author/RK)

Describes a cognitive approach to arts education developed by Harvard Project Zero, highlighting a classroom application project, ARTS PROPEL. Incorporating the competencies of production, perception, reflection, and learning, the project has developed a set of assessment instruments which can document artistic learning during the late elementary…

This 1981 study replicated a 1970 investigation of the characteristics of clay figures made by children from ages 5 to 11 in order to determine whether children had become more adept during the 10-year period. Children's methods of construction and amount of detail used in the second study did not vary from the earlier one. (Author)

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)