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Abstract
This study of aesthetic preferences was designed to a) compare students' and teachers' personal preferences for selected reproductions with their preferences for learning about or teaching with these reproductions, respectively (educational preference); and b) determine the strength of correlations between personal and educational preferences, and between teachers' predictions of children's preferences and children's stated preferences. A combined total of 172 sixth graders, high school students with and without art background, preservice elementary teachers, and inservice art teachers participated in the study's five groups. In a repeated measures balanced sequence design, each participant rated 23 randomly distributed reproductions. Statistical analyses indicate that students with art backgrounds have preferences similar to those of art teachers, students without art background have preferences similar to those of preservice elementary teachers, personal and educational preferences are highly correlated, and pre- and inservice teachers' predictions of children's preferences do not correlate with children's stated preferences. Findings have implications for curriculum design, pedagogy, and teacher education programs.