ABSTRACT
What this work has attempted to do thus far is acquaint the reader with the learner’s
basic mental functions, the current conceptions of cognitive development, the nature of
concept formation, how children learn in art, and what developmental concerns shape the
sequence and scope of a conceptually based art program. What this chapter specifically
addresses are the connections between what it is art teachers want learners to know
and what it is they actually learn, which links what teachers do in the art classroom
with whom they teach, what it is they teach, and how effective they are in teaching it.
