The study has been made to bring to the attention of progressive educator for the swift development of programs in art education. An understanding of its growth in the curricula will aid in the solving some of the present problems with which art educators are faced. To those who still doubt the value of emotional development through art will come a better understanding when they realize the important role art has had and is currently playing in education. The present urgent need is for a program of art education which shall provide for the needs of all students including those with little or no special aptitude in art as well as the more gifted. Obviously, such a program cannot afford to be one sided, but must provide experience of various kinds. It must furnish a rich offering of subject matter and of experience in which a balance between information and activity has been carefully observed. Just enough technical information, and there should be an equitable amount of directed activity in relation to the creative activity included in the teaching unit. No program for art education, short of a well balanced one, can be expected to accomplish all this. From the stand point of the school organization, art should serve to motivate and enrich the entire curriculum and it should contribute generously to the integration of the school experience. Art in the school should aim both to stimulate in the student the experience of creating and to help him improve manner in which he express himself through creative processes. At the same time, it should aim to stimulate in him the experience of appreciating by acquainting him systematically with fine examples of the arts of various peoples, both of the present and of the past. The traditional art education programs, in terms of its content and practice, put emphasis on fostering creative expression and developing artistic skills, such as drawing, painting and sculpting. This approach is evidenced in a programs that stress hands-on production activities to the virture exclusion of teaching student about the cultural and historical contributions of art or how to value, analyze, and interpret works of art. If art education is ever to become a meaningful part of the curriculum, its content must be broadened and its requirements made more rigorous. According to some leading scholars in the field, learning about art requires more than looking at or trying to produce artworks. One needs to understand the historical and cultural contributions of art and how to analyze and interpret artistic compositions. Therefore, if it true that no student is fully educated or adequately prepared to live in an increasingly technological world without understanding the meaning and beauty transmitted by art, as the DBAE study suggests, art education should move from the sidelines of instruction to a more central place in a balanced school curriculum. Moreover, its content needs to be expended to include attention to the disciplines that contribute to understanding art; art production, art history, art criticism, and aesthetics. The inclusion of these four contents areas in art instruction is important because each develops knowledge and techniques that contribute significantly. That is, not only to student's artistic creations but also to their ability to draw facts and inferences about the cultural and historical contexts for art and to analyze and interpret the powerful ideas that art communicates.