Myinterestin the educational value of sequential learning has developed from observing many disjointed situations that offer students little continuity in studying media or concepts in art. This paper explores the nature of sequential learning and its virtues I art education. A look is also taken at how, over the past thirty years, writing about sequential learning have reshaped and redefined our perception about what art learning is. Later in the paper, a simple method is presented that uses an initial observation of student performance before insiniction and concluding observation after instruction, to help provide a sense of continuity that both. Students and teachers need. It is my feeling that we in art education all too often simply give formal instruction (x) and have students produce one particuiar type of project(O):