The author challenges art educators to engage in positive types of radicalism, speaking in the appropriate and approved jargon, and at the same time protecting the magic that only art can offer. (KC)

Seven art educators respond to the question, "What major changes do you see in the field of art education in the next five or ten years?" (KC)

Several national leaders in government, education, and the arts respond briefly to the question, "How can the federal government best support art education?" (Editor/SJL)

The author suggests that artist-trained teachers fail to understand that the creative studio art experience is the basis of art programs, and that a meaningful human education can come about through such an experience. He describes problems of the artist, and objectives of teaching and evaluating the art process. (KC)

Article presented the opinions of our political leaders and policymakers with regard to their views about art education and their interests in the aesthetic survival of man. (Editor/RK)

A description of what the future of art education should be was projected against the present tendencies in art education. (Author/RK)

Well-known artists and writers comment on the meaning of intelligence and creativity in human development. (DS)

For this issue of "Views," all past presidents of the National Art Education Association (NAEA) were asked to respond to the following question: "If you were NAEA president today, how would your priorities be different from those of your administration when you were president?" (Editor)

Presented are four possible content bases for art programs, with an expanded discussion of one of them--the anthropological base, which is described as the study of artistic origins. (KC)

The author discusses the impact on life and the natural environment of technological process, and suggests that our frenetic and splintered culture is sorely in need of a continuity of form and faith--which may in time become the kind of values toward which art educators aim. (KC)

Discussed are some of the sins of omission in the art curriculum--lack of substance, absence of artists, ignorance of curriculum concerns, evaluation, and the neglect of technology. (KC)

The purpose of this survey was to gather the opinions of a group of randomly selected members of the National Art Education Association (NAEA) regarding the quality of graduate programs in art education. (Author)

The author suggests that until a clear focus on national and or international criteria related to the agreed-upon functions and purposes of art education is accomplished, art programs will remain vulnerable. He then describes national art examinations as they currently exist in Nigeria, Hong Kong, England, and the Netherlands. (KC)

From a literature review and her own work, the author has assembled comments from elderly art students on why they participate in art classes, the kind of instruction they like, the style of art they like, and their creativity. Implications for art teachers of the elderly are discussed. (SJL)