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Presents a cardboard and paper construction project for a manual arts course. Aims of manual arts course; Steps in constructing a paper box; Method of teaching cardboard and paper construction.

The article focuses on designing wall paper as a method for teaching art in many U.S. cities. Several cities offer cash prizes for the best designs. The teaching method is welcomed by wall paper manufacturers who applauded the availability of a variety of designs for their products. The study of art helps school children to earn an honest dollar in connection with school work.

The article comments about the discussion of prominent administrators on the aims and purposes of an auditorium period. It was mentioned that auditorium teachers still need to be presents before the administrators so that the period can be rightly conceived, and can be expected to do. The author said that what is important is that administrators should go ahead to endorse the curricula through incorporating it in their local layout.

This article presents a study on the art education in the U.S. Figure drawing test have been employed historically both in the fields of art education and psychology. Few of the many studies which used children's figure drawings focused on questions of the aesthetic quality of those drawings or questions of learning in art. Art education has employed drawings of the human figure to assess variables of drawing ability, perceptual awareness and growth, mental maturity, acculturation, etc. Figure drawing is used as assessment instrument in art education.

Information about several papers discussed at a conference on kindergartens is presented. Professor Arthur Dow emphasized in his remarks the need for the creation of a higher art sentiment among kindergartens. The conference includes several activities such as complimentary luncheon and reception, business meetings, art teaching and historical exhibit. The event featured several notable people F. Curtis, Walter D. Hervey and Annie Laws.

Several excerpts from papers and addresses in New Haven, Connecticut are presented including "The Relation of Art Education to Manual Training," by Walter J. Hervey, "Quiet in the Class Room," by Blanche Boardman, "The Ethical Bearings of Public School Education," by Charles De Garmo, and "The Newer Aims of the Grammar School," by C. N. Kendall.

This article discusses the importance of continued research in art education to determine the full implications and potential of developmental instruction in art for children. The first teaching method is based on the philosophy that artistic abilities are inborn and if the natural growth processes are allowed to mature, the young artist's ability will unfold. This teaching philosophy implies that society imposes standards that may inhibit the child's natural artistic development. This philosophy dictates that the responsibility of the art teacher is to provide an environment that does not interfere with the child's expressive abilities. With this approach, emphasis is placed on the need for environmental experiences and direct teaching if a child is to develop artistically. A second approach is based on a philosophy that art is basically a social and human enterprise and is given direction by man's interaction with his environment. Thus, artistic development depends on the child's experiences. In conclusion, there are strong indications that a developmental art program, stressing cognitive and sensory exploration can increase kindergarten children's abilities to include more visual information in their drawings.

This article reviews the research which explores the problems of teaching previously selected substantive content in vocational, technical and practical arts education. The author emphasizes those studies which utilized an experimental design and quasi-experimental studies. There has been some research interest in ascertaining the degree to which individuals acquire information not specifically included in the deliberate instructional presentations. The increasing number of studies in techniques and modes of instruction is an encouraging sign of healthy concern with an area of vital educational importance according to the author.

This article presents a research study of art education. Research on the relationship of the student's art to other factors in his life has been conducted by both art educators and psychologists. A major portion of the recent research has focused on ways that teaching methods and materials affect student's art products and attitudes. Interest in creativity during the past decade has stimulated several studies of the effect of different teaching methods on creativity in art. Several research studies have focused on the effect on art behavior of the national culture of students or of a subculture, such as that found within a social-class level.

The article focuses on a contemporary television program on creative art education in a public school system. The program is aimed for parents to help them gain a clear understanding of the contemporary method of teaching art in the elementary schools. The normal method of the program is to take a dozen children to a television studio and there illustrate the use of art materials.

This article examines the levels of creative performances in the visual arts in Great Britain. Identified art characteristics typical for each level. Inferences were made about motivations and mental processes. Studied the relationship between attitudes about art experience expressed by college students. This utilization of visual materials, including both the works of mature artists and the graphic expressions of children. Assignment of added value to spatial-relations for success in art.

This article presents a review on the research dealing with the nature of art activity and the problem of analysis of its components. Fine arts are described by the author in a descriptive manner. Attempts have been made to apply scientific methods of inquiry into the fundamental problems of creation and appreciation of art with little success. This may be due in part to lack of understanding and agreement as to the function of art, the nature of the creative process and the appreciative act. Unfortunately little correlation can be found between the speculative theories of aestheticians and the purposes of practicing artists or art educationists.

This article reviews the major contributions of art teaching to research in art education, psychology and aesthetics. There was a relation between ability to experience after images and age as well as with art achievement; there was no particular sex difference and only slight positive relationship with intelligence. Imitation is not rejected as a means of learning. Evaluation should be in terms of the purpose aimed at, keeping in view the technical limitations of the child. Significant common elements of art are: superior mentality emphasizing abstract, logical and constructive thinking, fear of mediocrity, strong drive for achievement; richness of inner interests and stimuli for spontaneous creative thought, strong sensitiveness and emotional responsiveness to the outer world.