Basic arts education must give students the essence of their civilization, the civilizations that contributed to it, and the more distant civilizations that enriched world civilizations as a whole. All students are potentially capable of experiencing and analyzing the fundamental qualitativeness of art; therefore, it is realistic to propose qualitative art education for all students at all grade levels. Basic arts education is not now being delivered to the majority of students. The artistic heritage that belongs to the students and the opportunity to contribute to its evolution are being lost to young people. Qualitative art education focuses on the development of the basic competencies of artistic intelligence, namely, qualitative differentiation and the grasp of structural dynamics. A sequentially organized program of qualitative learning activities, from primary through high school, should allow the student to develop a number of progressively more complex basic competencies. A variety of elementary, middle, and high school art experiences, developed from analysis of such works as Picasso's "Guernica" or a comparison of the works of Henry Moore and Georgia O'Keefe, are described. The qualitative way of perceiving, thinking, and knowing that is developed through inductive and constructive processes of effective school art education should not be limited to the visual arts program, and suggestions are made for interdisciplinary qualitative art education. The book closes with a chapter on techniques for evaluating qualitative art education, and includes sample evaluative charts. A bibliography cites 57 references. (PPB)