Abstract
Art, unlike other subjects of the school, presents several aspects to the curriculum-maker and the teacher. Several quite different bodies of material make up the total of what is commonly known as art education. Ever since the introduction of art into the public schools in 1821, controversy has existed with regard to the values of curriculum material of one type or another. An enormous quantity of literature has been published about art in all its forms. Various systems of art education have been promulgated, which later have been abandoned and forgotten. Advocates of special theories seldom see the problem as a whole. They are interested primarily in promoting some specific phase of the curriculum that has proved especially effective in the scheme of instruction which they are using. The introduction of special theories of art-teaching has aided greatly in expanding the possibilities of the subject. New theories are necessary if art is to keep pace with changing school needs. However, lack of agreement in regard to fundamentals has tended to confuse the general educator in making an effective appraisal of the co-ordinate values of this field of education.
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