This paper describes a study to determine whether students can, with appropriate instructional materials, develop and apply a knowledge of art concepts. An opening section reviews research on concept acquisition. This study utilized a concept acquisition model developed in 1970 by R. Gagne. Gagne's model proposed that concepts are learned through a hierarchy of processes including verbal information and problem solving. For the study, curriculum materials were developed based on art concepts of drawing, form, space, composition, line, and proportion. Subjects were 70 seventh and eighth graders from two schools in Mississippi. The students were divided into four classes: the two control classes received normal art instruction and the two experimental classes received instruction supplemented with occasional classwork and discussion based on the specially-developed curriculum materials. A posttest for all four classes required students to write critiques of a drawing and a painting. The critiques were analyzed for correct use of concept terms, number of value terms ("good,""bad"), and length. Results indicated that students in both experimental groups used concept terms more frequently and more correctly, and they wrote longer critiques. (AV)