This thesis attempts to demonstrate an approach to secondary art education which will emphasize the student's own experience as the basis of his art work. Furthermore, the students' learning activities are given a broader context by the inclusion of material from the history of art within the framework of the studio course. Such an integrated approach can give meaningful insight to the adolescent as he deals with experience in a visual form. This orientation to art education has evolved through the writer's own teaching experience and from reading the works of art educators. In preparation for the thesis, I researched the history of landscape painting, current material on art education and adolescent psychology, and the formal technical aspects of using color in art. The problem became that of integrating this diverse information into coherent teaching units. Landscape painting is the subject of the teaching units, or chapters; and each chapter deals with a different approach to the world of nature. The thesis consists of five chapters, including an introduction and a summary. The central chapters contain two sections: one based on the history of art and the other on related student experiences and classroom procedures. A specific lesson plan is included at the end of each chapter.