The 50th Anniversary of the textbook Children and Their Art by Charles Gaitskill, Al Hurwitz and Mickey Day (in later editions) was celebrated. This makes Children and Their Art the art education text with the greatest longevity. It was the most read and least quoted text in the field as opposed to John Dewey who was the most quoted least read figure in art education.
The National Board for Professional Teaching Standards (NBPTS) was formed in order to offer recognition for exemplary or accomplished secondary teachers, art included, Elementary certification follows later. Brent Wilson, Al Hurwitz and Ray Campeau were among the planners of the program.
Teaching Drawing from Art by Brent Wilson, Al Hurwitz and Marjorie Wilson had two major areas of content - the development of drawing that was influenced by culture-based graphic biases and the uses of art history as a basis for drawing activity. The nine biases or geographic principles which shape children's drawings were the lack of overlapping characteristic points of view, (front, full figures and profile) non differentiation of parts, intuitive, balance, influence of peers and so on.
Al Hurwitz wrote The Gifted and Talented in Art: A Guide to Program Planning (Davis Publications). Alexander Alland, of Columbia University authored Playing with Form: Children Draw in Six Cultures. Alland studied the drawings of preschool children of six countries: Japan, Taiwan, Micronesia (Panopea), Bali, France and the U.S. Some findings were as follows: Papean children do not undergo the scribbling stage. Children in Bali and Ponape were not interested in telling stories. Balinese children received instruction in all arts, but visual art. Taiwanese children had wide exposure to museums, performances, etc. Although art instruction was minimal at the time Alland wrote, today art is now an accepted part of the curriculum. Japan had a program rich in variety of media, and drawings from the US had an "aggressive quality." Alland's book calls into question the universal assumptions of developmental stage theories.
The first class of the NAEA distinguished Fellows was installed. Hilda Lewis' Tools and Tasks: The Place of Developmental Studies, An Open Letter to Brent and Marjorie Wilson. Lewis accepted most of the Wilson's criticism of developmental stage theory but argued that traditional views of the theory can be useful for the study of children's drawing in transition. Marjorie Wilson and Brent Wilson The Case of the Disappearing Two Eye Profile or How Little Children Influence the Drawings of Little Children. At least eight researchers acknowledged two eyed profiles that they saw as part of a natural stage. The Wilsons noted in their article that the two eyed profile which has waned was the result of peer influence and that the influence of adults also contributed to its decline. The same year this article was published, the Wilsons and Al Hurwitz wrote Teaching Children to Draw: A Guide for Parents and Teachers, which redefined certain graphic principles shared by western children such as the use of X-ray lines, multiple views of the same subject, peer influences, and media influence. The Wilsons urge adults to show children examples of drawing that are slightly more advanced in order to serve as a motivational strategy for art making. Ellen Winner, Invented Worlds: The Psychology of Arts. The author described her own developmental stages theory. She faulted previous researchers for not paying more attention to the importance of western bias that assumed that naturalistic representations was the end point of development. She offered five stages of change for children: scribbling, pre-representational design, use of proportion in drawings, more coherent representations and natural or optical realism. Like others she discussed the x-ray symbol, perpendicular structure and non-overlapping forms. She also mentioned the repleteness factor mentioned by Howard Gardner and cautioned against arguments confusing children’s art with work of adults.
Karen Carroll and Al Hurwitz made a presentation on giftedness in art at the NAEA Conference. The years since then have shown a steady acceleration of books, articles, special programs, research studies and magnet schools that relate to students talented in art.
The Joyous Vision by Al Hurwitz and Stanley Madeja was the first book to deal extensively with activities and games designed to develop critical acuity.
New Ideas in Art Education by Gregory Battcock was a collection of essays written largely by art educators, who in the editor's way of thinking, represented the cutting edge of art educators. Two essays worth noting an Howard Congret's devastating critique of Art Education and Al Hurwitz's description of how activities associated with Andy Warhol's "Factory" could be used in the public schools film-making, projections, animation and other activities employing new forms of technology in the classroom. The government began to support the emergence of multiple cultures through expansion of grants and funding agencies.
Advanced Placement in Studio Art and Art History was offered for senior high school students interested in credit in institutions of higher education. The founding committee includes Charles Dorn, Eugene Grigsby, Al Hurwitz, Alan Kaprow, H.W. Janson and Walter Askin.
The first attempt to deal with art appreciation via televised instruction was developed by a committee headed by Manuel Barkan and Laura Chapman. Al Hurwitz and Hilda Persent Lewis were also participants in the guideline. Guy Hubbard and Mary Rouse's six book series Art: Meaning, Method and Media presents graded instructional material for the upper elementary grades. My World of Art. Blanche Jefferson. Grades 1-6. 92 tear-out pages of Starter sheets with an image to inspire further creative expression. Illustrations were by contemporary artists and old masters. Activities were supplemented with extended projects in teacher's manual.