The purpose of this study was to examine certain art education beliefs of teachers and administrators in a large school system. A review of related literature furnished information which gave support to the ideas behind the study and helped in the design of the data-gathering opinionnaire. After being tested in a pilot study, a revised opinionnaire was sent to teachers and administrators in ten elementary schools of a large North Texas district. Analysis of the data revealed areas in which respondents were united in their beliefs, as well as areas of controversy. It was concluded that the district could benefit from using the findings to stimulate increased awareness and communication among those who influence its art program.

It is the purpose of this study to present three units for the instruction of certain aspects of color by using the techniques of audio-visual education which utilize the school stage as a laboratory. The study demonstrates how a stage and its apparatus become an audio-visual tool that the teacher may not hope to duplicate in the classroom.

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This paper is a comparative study of the effectiveness of two methods of teaching a structured introductory art appreciation course for ninth grade students.

In this investigation I use the term perception as Arthur Comb and Donald Snygg do when they state that perception is any differentiation the individual is capable of making in his personal field. Perception has to do with the organization one gives to his world. Behavior and learning are products of perceiving. Immanuel Kant said: "We see things not as they are but as we are." During this effort to organize my world I realized that I was concerned with myself as an experiencing individual. I felt that one is built out of his experiences and that the best vantage point for understanding behavior is from the internal frame of reference of the individual himself. I was taking a somewhat phenomenological approach to my problem.

The purpose of this study was to determine if there was any difference between beginning high school art students at Calhoun High School, Port Lavaca, Texas, who had had a junior high art experience and those who had no such experience in regard to their art information, art attitudes, and ability to produce quality art work. The Eisner Art Information and Art Attitude Inventories and three art performance tasks were administered to the population. Those with junior high art experience scored significantly higher on the art information inventory and art performance tasks than those without. The data support the positive effect of a junior high art experience on beginning high school art students.

Developed in the study is the thesis that the lighting effects about us in nature can be adapted by the designer for use in interior environments. Because of an overemphasis in lighting practice on engineering techniques required in the design of luminous environments, there has been a neglect of much of the aesthetic requirements of such environments. While interior designers, as artists, may be sensitive to the aesthetic qualities of lighting, many of them have felt insecure in designing in a medium which can be very technical from an engineering standpoint; hence, many have defaulted in shaping or designing a very important segment of man's environment. In light of this situation, the objective of the study is to provide the designer with tools, both aesthetic and technical, with which to communicate with the engineer in achieving a luminous environment that not only is a functional environment for optimal seeing, but is an art experience as well. Lighting as an art experience has its own set of design principles: these are defined in this study as silhouette, focus, uniformity, variety, and glitter. They are common to lighting effects as found in nature and as found in the artificial environments of building …

This study seeks to explore relationships between Logo turtle graphics and visual literacy by addressing two related questions: (a) can traditional visual literacy concepts, as found in the published literature, be synthesized in terms of Logo turtle graphics, and (b) do the literature and "hands-on" experience with turtle graphics indicate that visual competencies are pertinent to graphics-based electronic communications in computer culture? The findings of this research illustrate that Logo turtle graphics is a self-contained model to teach visual literacy skills pertinent to computer culture. This model is drawn from synthesizing published literature and the classroom experience of Logo learners, which is demonstrated through their visual solutions to Logo assignments. A visual analysis and interpretation of the subjects' work concludes that the principles and competencies associated with traditional visual literacy skills manifest during the Logo turtle graphics experience. The subjects of this study demonstrate that visual literacy pertinent to computer culture includes reading, writing, and drawing alphanumerics and pictographic information with linguistic equivalence. The logic for this symbolic metaphor is body-syntonic spatial experience explained in geometric terms. The Logo learner employs computational models for visual ideas and visual-verbal symbols for spatial ideas in the course of doing turtle graphics.