The theoretical model and measure - originally derived from an older sample - are robust and inclusive for elementary age children. The model measures microchanges in aesthetic development. There were statistically significant differences in aesthetic stage scores between experimentals and controls. The experimentals gain in their ability to engage in longer dialogues about art using more sophisticated vocabulary, and to view art from many different perspectives. Stage inappropriate art concepts (e.g. perspective) don't stick. An incubation period is required to assimilate information. Possible developmental ceilings exist.