The document discusses problems and issues related to development of behaviorally based curriculum in art education. A behaviorally based art curriculum is interpreted to include learning to see, feel, and understand art as well as learning to make art. Four major problem areas are identified: (1) the development of modules which implement learning objectives; (2) statement of learning objectives which relate to the desired behavioral changes; (3) identification of relevant areas of behavior in art in which change is desired; (4) development of evaluative instruments. The edited volume is presented in 11 chapters, each of which was contributed by an art educator who participated in or was directly influenced by behavioral curriculum development institutes sponsored by the National Art Education Association in 1968 and 1969. Chapter I outlines a model for behavior-oriented curricula. Chapter II outlines a plan for evaluating changes in art behavior. Chapters III-VI describe four K-12 examples of behavioral curriculum development and implementation. Topics discussed include creating a matrix system for writing behavioral objectives, developing a structured art curriculum for elementary school, and creating a philosophical basis for a behaviorally oriented awareness program. Chapters VII-X describe four higher education programs which utilize behavioralized curricula for art education students, elementary education majors, and general university students. The final chapter deals with staff organization and utilization in developing a curriculum which is behaviorally based. Tables of data, figures, and charts are included. (Author/DB)