The thesis explores the development of Paul Klee, a German artist, in terms of his educational and artistic philosophies. The research was limited to his teaching years at the Bauhaus and the Dusseldorf Academy, 1921 through 1933. Klee's own writings served as primary sources, and other sources included his son, a close friend, and Bauhaus contemporaries. Most of Klee's own writings were amassed on a class-to-class basis. They are a mixture of theories, instructions, philosophies, and exercises. He explored ideas on student achievement, the art process, artistic creation, and form. The thesis contains seven chapters. Included are a short biography; a review of Klee's art training and artistic development; settings in which he taught at the Bauhaus and the Dusseldorf Academy; his role in those schools and the type of teacher he was; his beliefs as expounded in his writings and expanded with comments by recognized representatives of other disciplines; his written theories; the manner in which he presented his theories; and his concern for the development of total vision in his students. (Author/AV)