An overview of four models of naturalistic evaluation of arts education is presented for visual arts education administrators: illuminative, responsive, criticism, and naturalistic. The first method is illuminative evaluation. It focuses on description and interpretation, rather than standardized measurement and control. Concentrating on the…

A look at the design of a TV experiment in New York that attempted to use four TV broadcast hours for creation of a video civilization. (Author)

Artistic talent is examined by countering popular misconceptions about students with superior abilities. A conception of artistic talent is presented in which parallels are drawn between the representation of intelligence on a normal distribution and representation of talent in art on a naive-to-sophisticated continuum. (Author)

The characteristics of the humanism and humanitarianism of the developed Renaissance are revival of classicism, delight in life, experimentalism, individualism, realism, love of beauty, increased secularism, and versatility of gifted individuals. An examination of artistic works created from 1260 to 1310 suggests that these qualities were evident…

This paper considers the artistic and literary movement called "Postmodernism." Noting that postmodernism is intellectually grounded in the premise that its discourse must expose positions of privilege and power relations in society, the paper asks of art education, How much has the postmodern condition, a thesis of cultural relativism…

Discusses five qualities of feature photographs and offers suggestions for special techniques and composition. (TO)

Article describes the search for a subject, how to photograph it and how to print it. (Author/RK)

The use of fake color'' technique, the writer concludes, encompasses all the principles of stripping, from black through color with all the interim steps. He suggests that this process, although largely ignored in industry, has several advantages as a teaching device. (KP)

Research results indicate that creative potential in visual arts is best enhanced in school settings by providing for student self evaluation of their art work. Finding lends support to theories of Benson (1958), Lowenfeld (1952), Osborn (1957), Rogers (1954), and Stein (1958). (Author/CJ)

Art teachers must try to awaken the sensory apparatus within their students and foster the development of critical liking--liking which is a function of the expressive quality of the art object. (CK)