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This report describes a plan for utilizing critical thinking in the art education setting to improve students' decision-making and problem-solving abilities. The targeted population consists of sixth-grade students in a growing middle class, rural based community located in northern Illinois. The problem of weak critical thinking skills was documented through data revealing low student pretest results and teacher opinion surveys. Analysis of probable cause data revealed that students displayed a lack of decision-making, problem-solving, and metacognitive skills. Faculty surveys reported that students have difficulty with solving problems and making decisions. A review of solution strategies suggested by knowledgeable others, combined with an analysis of the problem setting, resulted in the selection of a 5-step intervention that puts an art criticism emphasis on the art education curriculum. The five components involve: the review and refinement of art vocabulary; the teaching and application of open-ended questioning; the modeling and utilization of constructive criticism; the establishment of critique sessions measured by checklists; and the keeping of student journals. Post-intervention data indicated an increase in students' decision-making, problem-solving, and metacognitive abilities. Students displayed the ability to synthesize the components of the intervention, and transfer them to successfully critique artwork. Appendixes contain various pre- and post-tests, teacher survey, and various sheets concerning art critiques and information. (Contains 8 figures, 2 tables of data, and 25 references.) (BT)

1Boy Crusoe

By Allan Eric

Also published as" A Yankee Crusoe" . A 15 year old hard working and studious farm boy finds the lure of adventure on the seas as a merchant seaman more than he can resist. This is his story. " I was born in a little town in the State of Maine, near the close of the Civil War. My boyhood life did not differ materially from that of the average farmer's son in the remote country districts of New England--except, perhaps, that I read more and thought more. Hard work on the rugged soil, two terms each year in the little yellow country schoolhouse, a day's fishing now and then filled the early years of my life full to over-flowing. " What he gets is enough excitement and adventure to overflow his wildest dreams. How he experiences disaster and uses his wits and knowledge to overcome every problem makes for a great read. - Summary by Phil Chenevert