References
- See Ausubel, David P., “Cognitive Structure and the Facilitation of Meaningful Verbal Learning,” Journal of Teacher Education, 1963, 14, pp. 217–221.
- Joyce, B. and Weil, M., Models of Teaching. Englewood Cliffs: Prentice-Hall, Inc., 1972.
- Efland, Arthur D., “Some Problems of Structure in Art and Their Curriculum Consequences,” Studies in Art Education, 1968, 9, pp. 2–11.
- see Bruner, Jerome S., “Theorems for a Theory of Instruction,” Learning about Learning, ed. Jerome Bruner. Washington: Government Printing Office, 1966, p. 198.
- Broudy, Harry, “The Structure of Knowledge in the Arts,” Education and the Structure of Knowledge, ed. S. Elam. Chicago: Rand McNally, 1964.
- Abell, Walter, “Toward a Unified Field in Critical Studies,” Aesthetics and Criticism in Art Education, ed. Ralph Smith. Chicago: Rand McNally, 1966.
- Hospers, John, “Problems of Art,” Aesthetics and Criticism in Art Education, ed. Ralph Smith. Chicago: Rand McNally, 1966.
- Boguslavsky, G. W., “Psychological Research in Soviet Education,” Science, 1957, 125, pp. 915–918.
- Ausubel, David P., “The Use of Advance Organizers in the Learning and Retention of Meaningful Verbal Learning,” Journal of Educational Psychology, 1960, 51, pp. 267–272.
- Salome, Richard, “The Effects of Perceptual Training upon the Two-dimensional Drawings of Children,” Studies in Art Education, 1965, 7, 1, pp. 18–33.
- Miller, G. A., “The Magic Number Seven, Plus or Minus Two; Some Limits in our Capacity for Processing Information,” Psych. Review., 1956, 63, 81–97.
- Munsinger, H. and Kessen, W., “Uncertainty, Structure, and Preference,” Psych. Monographs, 1964, whole 78.
- Derived from concepts suggested in Barkan, M., Chapman, L., and Kern, E., Guidelines: Curriculum Development for Aesthetic Education. St. Ann, Missouri: Central Midwestern Regional Educational Laboratory, 1970.
- Beardsley, M. C, “The Categories of Painting Criticism,” Aesthetics and Criticism in Art Education, ed. Ralph Smith. Chicago: Rand McNally, 1966.