While this article deals with the construction of a curriculum in aesthetic education, the foundational/ functional plan outlined by the author transcends the topic of aesthetic education and provides numerous insights into the problems and prospects for curriculum building and educational change. (Editor/SJL)

Proposes a model for a comprehensive arts curriculum. Discusses the significant phases of the curriculum and relates them to each other. These phases include identification of values, conceptualization, systematizing, interpretation, operation, and experience. Lists five objectives that serve as criteria for judging the worth of curricula. (KO)