Shows how the advertisement copy for "collectible art" can be used to develop a definition of art. Suggests that middle and high school students should look at the criteria for art offered in the advertisements. Recommends they analyze the terminology used to convince the lay person that the object is "genuine" art. (LS)

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)

Observes that the need for art education to include discussions of popular visual culture that influences student knowledge grows more pressing as mass communication increasingly becomes a major source of information about art. Discusses representations of culture in art in advertising and art in film. Specifically looks at art in the film…

Asks how art should be taught in a culture in which television and electronic media constitute the primary media with which young people interact. Suggests that art educators should focus on how students use technology, the production and viewing of technological images, and the ways that such images have meaning. (DSK)