The author draws a conceptual map of art education, intended as a theoretical introduction to the field for both students and researchers of art education. (Author/SJL)

Describes a strategy for heightening university students' awareness within aesthetic encounters. The purpose of these "aesthetigrams" is to improve teaching and learning of aesthetics-in-the-classroom. Discusses research goals, and addresses the possibility of defining "aesthetic experience" based on student records of their encounters. (DSK)

The author addresses five issues important to the development of cross-cultural research in arts education: the state of such research; its potential utilities; kinds of topics which might be studied; potential problems in conceptualizing, implementing, and interpreting such research; and the prospects for cross-cultural research in arts…

Applaudes National Art Education Association research efforts, but suggests that a major weakness in the program, and in art education in general, is the lack of a distinct philosophy of art education. Criticizes art-education researchers' over-reliance on theoretical authorities from outside of the field and neglect of their own experiences. (DSK)

Asserts that there is little research about preservice art specialist education. Reviews literature and questionnaire results and offers suggestions about research and practices for preservice art education programs. Recommends a carefully constructed research agenda on art teachers' knowledge about subject matter content. (CFR)