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There is a growing need for information on teaching art to the elderly and only a few studies that deal specifically with the topic. This paper discusses findings from studies in the psychology of aging and relates them to similar findings reported in the literature of adult education and art education to generate guidelines for the teaching of art. Suggestions are made for approaching the elderly student as a single type and for accommodating for the wide differences within the group.

Portfolio assessment strategies hold great promise for promoting self‐directed learning in formal classrooms. Art education provides examples for using portfolios; some implementation strategies are described.

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