Painting and poetry are analyzed to exemplify education of the variety represented by the humanities movement, education which is designed to help people live rather than to merely earn a living. (Author/KM)

Throughout this article the author uses the concept of line to demonstrate an awareness of the elements of art. His intention was to increase the child's perceptual involvement. (Author/RK)

A description of a practical graphic design course for educational television production. (HB)

Views the arts as sharing basic concepts central to aesthetic experience. Encourages aesthetic education in order to humanize character. (DS)

Studied was the effect of an art specialist on an art curriculum for retarded preschoolers. (Author)

Pleads for funds to expand art activities in schools. (DS)

Discusses the reaction to modern art and the meaning it can have for different audiences. (RK)

The elements of technical illustration and its position in high school industrial arts programs are explored. (MU)

Author recalls her joy when her childhood painting illustrating "The Congo" drew Vachel Lindsay's praise. (SW)

The development of a fine arts curriculum in American schools, from colonial times to the present, is discussed. (CK)

Describes the various forms of decorative art utilized by the various American Indian tribes, and some of the cultural background behind them. (AN)