This cross-cultural case study was conducted through questionnaire format by way of email correspondence with eight Russian art educators in May to June 2006. It was conducted to give an initial overview into Russian Art Education from the perspectives of eight Russian art educators. The data was analyzed to discover any commonalities in values, beliefs, and attitudes that may have significance to Americans wishing to learn about the structure, content, and pedagogy of Russian art education. The findings of this study reveal that Russian art educators embrace a very traditional and classical approach to the teaching of art. Today Russian art educators are also working toward a more democratic society through art education. The participant interview responses generally reflected a desire to positively communicate and express their educational ideas and beliefs. Recommendations include further research through additional case studies in different areas of the country and more English translations of Russian art education are suggested.

This cross-cultural case study was conducted through questionnaire format by way of email correspondence with eight Russian art educators in May to June 2006. It was conducted to give an initial overview into Russian Art Education from the perspectives of eight Russian art educators. The data was analyzed to discover any commonalities in values, beliefs, and attitudes that may have significance to Americans wishing to learn about the structure, content, and pedagogy of Russian art education. The findings of this study reveal that Russian art educators embrace a very traditional and classical approach to the teaching of art. Today Russian art educators are also working toward a more democratic society through art education. The participant interview responses generally reflected a desire to positively communicate and express their educational ideas and beliefs. Recommendations include further research through additional case studies in different areas of the country and more English translations of Russian art education are suggested.

The following paper is an opportunity for me to introduce Pavel Petrovich Chistyakov and his pedagogical ideas to English-speaking educators. His life's accomplishments seem even more remarkable when considering the fact that he was born into a family of serfs and later became a professor at the Russian Academy of Fine Arts. Among his students were well-known Russian artists such as Valentin Serov, Mikhail Vrubel, Vasily Surikov, Victor Vasnetcov, and Vasily Polenov. In this paper, I present you with a brief analytical summary of his methodology on teaching drawing and painting, his pedagogical approaches, as well as his ideas on the development of art education in the public school setting. Chistyakov's pedagogical system still seems relevant today and, with slight adjustments, can be adapted to various teaching situations depending on the educational environment and students' abilities.