ON THE BASIS OF THE ASSUMPTIONS THAT EDUCATION NEEDS TO DEVELOP CHILDREN'S FEELINGS AS MUCH AS THEIR ABILITIES TO RETAIN FACTS AND UNDERSTAND CONCEPTS AND THAT INSTRUCTION IN THE AREA OF AESTHETICS IS POSSIBLE, THIS STUDY DESCRIBES AND EVALUATES A PROGRAM FOR PRIMARY CHILDREN IN WHICH MOVEMENT EXPLORATION IS EMPLOYED TO DEVELOP AESTHETIC CONCEPTS. A 16-WEEK PROGRAM WAS ADMINISTERED TO SOME 20 SECOND GRADE CHILDREN. THE MAIN FOCUS OF EACH OF THE SESSIONS WAS ON ONE OF FIVE PREDETERMINED COMPONENTS OF AESTHETIC EXPERIENCE--(1) THEME, (2) QUALITY OF SENSORY PERCEPTION, (3) PATTERN, (4) RHYTHM, AND (5) DOMINANCE. THE DATA WERE THE CHILDREN'S BEHAVIOR RESPONSES DURING THE PROGRAM SESSIONS, AS COLLECTED FROM TAPE-RECORDINGS, FILMS, RECORDED OBSERVATIONS, ARTWORK, AND WRITINGS. THE FINDINGS INDICATE THAT THE CHILDREN ALL RESPONDED WITH A HIGH DEGREE OF INVOLVEMENT AND GAINED IN ORIGINALITY WHILE REDUCING THEIR SELF-CONSCIOUSNESS. EACH CHILD DISPLAYED AN AREA OF PARTICULAR SENSITIVITY WHICH DEVELOPED TO A GREATER DEGREE THAN OTHER AREAS. THE STRONGEST AREA OF AESTHETIC COMPONENT RESPONSE BY THE CHILDREN WAS TO THE ACTIVITIES DEALING WITH RHYTHM. IT WAS CONCLUDED THAT THE PROGRAM DID PROVIDE AN OPPORTUNITY FOR THE CHILDREN'S INNATE SENSITIVITY TO FIND EXPRESSION AND ENCOURAGEMENT. (WD)