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The article reports on the potential of art education to address the roots of the Watts riots. Violence as a means to achieve respect and self-dignity, things that have been lost due to material deprivation, is believed to be the roots of the riots in Watts, California in 1965. The problem is hoped to be addressed through innovations in art education curricula and teaching methods. The program's strategies include developing productive perceptual-cognitive patterns of behavior, acquiring an adequate self-image, instituting structured curricula, and adopting positive attitudes toward the value of education.

The article reports on the Connecticut State Department of Education and its publication of a preliminary Bulletin in Art Education. It discusses that the bulletin will contains material for students in Grades K - 12 and was developed with the Connecticut Arts Association. The bulletin is a part of the request by the State Board of Education to develop a curriculum guide for public schools in Connecticut. Comments from Connecticut residents and school officials will be entertained to help improve the bulletin. A mailing address is included for people who want a copy of the bulletin.

The article discusses the indirect benefits of the teaching of vocal music and art to children. Music and art courses in the schools will not make children professional singers or employable draftsmen, but the courses will make children become aware of the beauty of music and art. The children will be imparted with a lifelong ability to enjoy music and art.