Can an effective approach to art education be developed that will not only reach a majority of our students, but will also be practical in terms of existing human and material resources? A study was undertaken to develop and evaluate a series of self-instructional, programed art sequences for the upper elementary through high school levels. Six sequences averaging 30 minutes in length and covering topics on art history, artistic techniques, and picture subject matter were developed. The materials for each sequence included a programed booklet with branching format and from 15 to 30 full-sized reproductions. Two of the sequences were subjected to a series of evaluations in several schools. Students were divided into experimental groups and control groups that were uninstructed. All groups received a pre- and posttest designed to measure improvement. An attitude questionnaire was administered to students and teachers. Both programed sequences showed significant improvement at the .01 level for all experimental groups, with two showing improvement at the .001 level. Material was most effective when used at the instructional level for which it was designed. This method is successful, makes efficient use of resources, is approved by teachers and students, and can achieve objectives with large groups, whether or not the teacher has art teaching experience. This project was done under a Titles I and III/ESEA grant. (MT)