Art education includes activating two sources for developmental change. One resource that can be called upon to promote developmental change is external to the child, encouraged by teaching and by exposure to artworks. The other resource acts as a pacemaker internal to the child’s own cognitive development, facilitated by some conception of the minds of artists and viewers. Studies show how children become interested in the intentions which give rise to artworks and to subsequent exhibition to the viewing public. A natural grasp of intention is readily activated in experimentation by psychologists and might profitably be mobilized by educators in helping children develop their ideas about possible relations between artworks, artists, and viewers.

艺术教育包括为发展变化激活两种来源。在教学和接触艺术品的鼓励下，儿童可以寻求一种促进发展变化的资源。其他资源可充当儿童自身认知发展的内部起搏器，这得益于艺术家和观看者的某种思想观念。研究表明，孩子们如何对产生艺术品的意图产生兴趣，并随后对观看的公众进行展览。心理学家很容易在实验中激活对意图的自然把握，并可能通过教育工作者以有益的方式动员他们，帮助儿童发展关于艺术品，艺术家和观众之间可能关系的观念。