This study is concerned with an analysis of twenty paintings by Western European artists from the thirty-five-item segment of the Anthony Denney Collection on permanent loan to the Dallas Museum of Fine Arts. The paintings were considered separately in a two phase visual and verbal analysis accompanied by visual diagrams. Phase one described the primary visual qualities of each painting through examination of the art elements and principles. Phase two was a verbal description of each painting. The purpose of this investigation is to provide an analysis format suitable for abstract and non-objective works of art.

The purpose of this study has been to create a simplified yet reliable list of literary works pertinent to medieval art; one that will serve the greatest usefulness to the largest number of students.

This study concerns the deliberate subordination in painting of thirteen art elements and principles, the primary pictorial features, and examination of the intervals between pictorial events, the pictorial interface. A written record was kept of the artist's observations and impressions during the making of ten nonobjective paintings and their later study. The artist selected five paintings as more successfully subordinating the primary pictorial features and three paintings as most successfully exhibiting the three characteristics determined for the pictorial inter face: (1) conceptual resonance, (2) ambiguity, and (3) unbiasedness. The three paintings selected as most successfully exhibiting the characteristics of the pictorial interface coincided with three of the five paintings selected as more successfully subordinating the primary pictorial features.

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.