This report describes the aesthetic education project, which embraces a conceptual structure, a perceptual approach to learning, and belief that aesthetics can be inculcated into the teaching-learning process. The project's goal was to develop an educational base and requisite expertise so that teachers can organize an aesthetic education curriculum. For its conceptual structure, the project implemented concepts, strategies, and evaluation based on the California State Art Education Framework. Fifty participants included elementary teachers, junior and senior high art teachers, principals, art consultants, a music specialist, a resource teacher, university professors, and community agency people. The project's program was organized around three phases over 18 months. Phase one was program planning and development of an aesthetic education seminar for teachers. Phase two was the six-week inservice teacher seminar that included discussion, laboratory work, curriculum development, and materials review. Phase three was classroom implementation of seminar outcomes for the 1975-76 school year. Evaluation techniques included the Aesthetic Eye Inventory, interviews, rating scales, monitoring reports, teacher logs, and experience descriptions. Also, a profile of participants was prepared for project evaluation. Findings revealed significant gains in participants' abilities to use the conceptual structure and perceptual techniques. It was determined that the structure does provide a basis for teaching children about art. (Author/ND)