Abstract
Introduction Since it is apparent that I did not fully understand my assignment for the institute session at which this paper was presented, I feel obligated to explain why the following is a somewhat disjointed discussion and why I have chosen to characterize my remarks as notes. I understood that I was to have talked about emerging patterns in teacher but not necessarily the pattern known as performance based or competency based teacher education (PBTFYCBTE)-a topic which, it turned out, was the principal topic of discussion at the institute. Accordingly, as a way of dealing with emerging patterns, I fashioned an alternative to conventional images of art education-an alternative which features the notions of cultural services and the aesthetic welfare. But in view of the atten-
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