“…While critics say this cannot be done, or that to do so is contrary to the very essence of art education, there is substantial evidence in the literature to suggest that it is indeed possible (Barkan, Chapman and Kern, 1972;Dace, 1969;Davis, 1971;Patton, 1969;Reimer, 1971; Rouse and Hubbard, 1970;Wilson, 1971). This literature would suggest that daily activities within the art classroom focus upon four behavior categories: knowing or conceptual behaviors, analytical behaviors, evaluative or judgmental behaviors, and making or producing behaviors.…”