The goals of the visual arts program of the Attleboro (MA) public schools, its relationship with the rest of the curriculum, and a study of the effectiveness of the program in seventh grade are described. It is suggested that the visual conceptual skills that are developed through the visual arts program are essential to cognitive processes and are prerequisite for language, mathematics, and scientific cognition and communication. A visual arts performance test was designed by the visual arts teachers to cover the concepts of sequence, basic structure, depth, balance, and visual analogy. This test was administered to seventh graders in Attleboro and in another similar community in September, 1977 and again in June, 1978. Sample items from the test are given, and the average scores for the pretest and the posttest for each community are tabulated for both total scores and scores for each of the five concepts. A table is presented showing the skills in reading, mathematics, and science that are assumed to be related to each of the five visual arts concepts. (CTM)