IN TWO ART LEARNING EXPERIMENTS, COLLEGE UNDERGRADUATES MADE SEQUENTIAL DRAWINGS, WORKING ALONE IN A STUDIO FOR ONE HOUR A WEEK, WITH STANDARDIZED DRAWING MATERIALS. A HIDDEN CAMERA TOOK TIME LAPSE PHOTOS OF EACH DRAWING. HALF THE TIME THERE WAS A STILL LIFE AS THE DRAWING STIMULUS, THE OTHER HALF NO STIMULUS. DEPENDENT VARIABLES WERE CHANGES NOTED BY THREE JUDGES IN SPONTANEITY, DIVERGENCY, AND AESTHETIC QUALITY. IN EXPERIMENT I, THE IMPLICIT LEARNING SET (STILL LIFE OR MIND STIMULUS) AND PROCESS FEEDBACK (PHOTOS) WERE USED. IN EXPERIMENT II, INDUCED LEARNING SET (SPONTANEOUS OR DIVERGENT STYLE INSTRUCTION) AND LEARNING FEEDBACK (DIRECT OR INDIRECT MEDIATION OF LEARNING PROGRESS INFORMATION) WERE USED. EFFECTS OF FEEDBACK CONDITIONS WERE SLIGHT, WHILE EFFECTS OF LEARNING SET CONDITIONS WERE MORE PRONOUNCED. THE STILL LIFE INCREASED DIVERGENCY, THE MIND CONDITION, SPONTANEITY. IN EXPERIMENT III, THE INDUCED LEARNING SET STRONGLY AFFECTED STYLE IN THE DIRECTION OF STYLISTIC INSTRUCTION AND EFFECTS PERSISTED INTO THE POST-TREATMENT PERIOD. APPARENTLY STRONG, INDUCED LEARNING SETS ARE NECESSARY TO BRING ABOUT ANY NOTICEABLE CHANGE IN DRAWING STYLES, ALTHOUGH SUBTLE EFFECTS FROM IMPLICIT LEARNING SETS CAN BE ANALYZED. THERE WAS LITTLE CHANGE IN AESTHETIC QUALITY. (AUTHOR/AJ)