Interpreting art necessarily leads to a revelation of one's inner self. (CK)

Author discusses the need to develop art programs that are relevant to today's special educational needs. Premises on which such programs should be built are discussed. (LF)

The chief characteristic of the visual arts as a humanity is that the focus is upon the individual. (Author)

Author discusses the importance and relevance of art in higher education. General recommendations for an orientation towards curriculum planning in art are mentioned. (LF)

Each fourth-grader was given opportunity to work on classroom mural by dividing class into groups, each of which then designed and executed its own small mural. (PD)

Author has attempted to call attention to the weaknesses of some prominent research in the field of art education and to point out what he thinks is the insidious nature of the propaganda that it generates and reinforces. (Author/LF)

This is the last of a series of articles on teaching art. (MM)

The Creative Arts Center at West Virginia University prepared an educational program which included six lessons on music, 10 in art, and 12 on handicrafts. Called Education Through the Cultural Arts," the lessons are designed for individual or group study. (EB)

A quarter of a million schoolchildren participated in the 1981-1982 PTA Reflections Project whose theme was "What Makes Me Smile.""Reflections" was initiated to increase childrens'"hands on" experience in the arts. Twelve entries became winners in the visual arts and were on display at Chicago's Junior Museum. (CS)

High School students can abstract or reduce an original watercolor painting into a series of strips to produce a visual explosion of shapes, lines, and colors still recognizable as original. (AM)

The author describes how the true principles of the scientific inductive method are not opposed to the principles of teaching visual art criticism, and suggests that the inductive method of teaching visual art criticism strips it of its mystique in order to make clear its vital role in intellectual development. (KC)

Thirty middle-class preschoolers (ages three to five) were tested with the Acuff and Sieber-Suppes Manual for coding children's responses to paintings and two forms of the Embedded Figures Test. At age 5, significant positive correlations were found between cognitive style and total cue attendance and two attributes, sensory and organizational.…