During the past few years art education literature has been featuring a kind of reform movement now generally referred to as DBAE: discipline-based art education. Its major tenet is that four parent disciplines serve as the basis for qualitative art education: studio art, art history, art criticism, and aesthetics. In the major article publicizing the thesis of DBAE, Dwaine Greer(1984) revealed a subtle bbut important use of terminology that could make a major difference in how one might derive benefit from DBAE ideas as they pertain to elementary school art teaching. I think the seemingly minor distinction is worth nothing.