Each year there is an increase in the number of art students who transfer art credits from Texas junior colleges to North Texas State University. The lack of standardization in the junior college art courses indicated an area of investigation in which some procedures might be suggested in order to secure greater continuity and unity between the art curricula of the Texas junior colleges and that of North Texas State University.

This study reports on the development of a curriculum guide to insure some degree of experience uniformity in the first art course available to students in high schools in Mesquite, Texas. Current general education and art education literature as well as curriculum guides from American schools provided the behaviorally oriented framework and objectives, content, and teaching strategies. The guide reflects a balance between the ideal and the real physical environment in which the guide will be implemented. Conclusions include the concepts that teacher education in using behavioral objectives is necessary, that a behaviorally oriented guide will work in Mesquite high schools, that behavioral objectives will facilitate evaluation, and that the trend toward tri-part subject content will increase in art curricula.