Abstract
Every ten years or so, lonely voices make themselves heard in the art education literature shouting something like ‘Pay attention to the “newer media” (Lanier, 1966, p.7), or ‘Have you heard? There a “new image world” (Nadaner, 1985, p.9) out there.’ One writer even suggested that “directed, critical inquiry of [television] will extend knowledge in art and aesthetics and enhance the quality of peoples’ lives (Degge, 1985, p.85) Despite these sporadic exhortations, Jaglom and Gardner’s (1981) observation that “our culture has not yet invented ways of presenting [the mass media] or teaching its structure to children” (p.35) is still true in North America (Manley-Casimir, 1987).
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