Talking about art is a relativelynewcurricular and pedagogicalcomponent inart education. Until recent decades, K-12art education focused on development of studio or technical skills and on the psychological development of children through art-making (Efland, 1990). Sincethe 19605, I educators such as Bruner have calledforcurricularand pedagogical shifts in all school subjects towards increasing relevance to professional practice (Dorn, 1994, pp. 4-7). In Bruner's (1960) words. the differencebetweenschool practice and professionalpractice in related subjects shouldbe that of" degree, not kind"(p. 14). Arteducators attended to this reform effort. Barkan (1962) called for curriculum