This paper proposes that curriculum theorists replace abstract language with more descriptive terms in order to achieve productive criticism, and it examines issues inherent in such a change. American educational discourse, traditionally focused on technical rationales, encourages theorizing, but a descriptive, aesthetic rationale might facilitate better an understanding of the immediacy of the curriculum experience. Similarities between curricula and "works of art" strengthen this innovative idea. Inherent assumptions, which must be verified empirically, involve (1) appropriateness of considering curriculum and a work of art in the same context, (2) educational significance of curriculum materials' aesthetic qualities, (3) ability of a critic's perception to illuminate perceptions of others who encounter the work, (4) capacity of curriculum material quality to indicate quality of the experience, (5) similarity of critic's and student's experiences, (6) validity of artistic terms when applied to curriculum materials, and (7) identification of critical aesthetic terms beyond those derived from art criticism. Accuracy of critical perceptions must be studied. This new approach can be justified if more practical attempts at aesthetic criticism are made, if insights are found useful in practical situations, and if audience judgment has an influence on quality of school experience. (AV)