It is suggested that sandstone makes a good inexpensive medium for sand sculpture. It is available at foundries, or it can be made out of sand. Two formulas for making sandstone are included. (KC)

The article presents an interview with Louise Appell (Associate Director, The National Committee on Arts for the Handicapped) and Bluma Weiner (consultant to a program for handicapped people at the Metropolitan Museum of Art), regarding the current state of art experiences for the handicapped in the schools and community. (DLS)

Describes ways that aesthetic theories can be integrated into children's art education. The author illustrates elements of E.H. Gombrich's theory of aesthetic perception using as examples art activities designed to increase student awareness of their "mental sets" and their understanding of how mental sets influence visual perception. (AM)

The author discusses the role of the visual arts in helping people deal creatively with their struggles while enhancing their creative abilities. Lists of media, materials, techniques, events, names of artists, art careers, and modes of expression are included. (CL)

Activities involving photographs stimulate visual perceptual awareness. Children understand visual stimuli before having verbal capacity to deal with the world. Vision becomes the primary means for learning, understanding, and adjusting to the environment. Photography can provide an effective avenue to visual literacy. (Author)

Discusses the usefulness of instant cameras with all ages of students and in all subject areas. (SJL)

The author discusses the nature of graffiti and suggests ways of understanding it and combatting it--by the use of murals, vines, shrubbery, and designed-in barriers. (KC)

Recognizes elementary teachers' lack of training in art education and presents approaches to aid them in art instruction. Discusses types of art and projects that can be implemented in the classroom to give students an appreciation for a wide range of art. (DMM)

There are five categories of titles of paintings: descriptive, narrative, directive, poetic, and arbitrary. When children title their work they give clues to its intent and challenge the presuppositions that adults may bring to children's art. Titling can expand students' ideas for painting and provide a greater variety of approaches. (CS)

Art students made sketches of their subject area teachers and created life-sized caricatures of some of them. They then created biographies for their figures and explored their reasons for the stereotypes they developed. (KC)

There is a natural progression from making single objects to creating sculpture. By modeling the forms of objects like funnels and light bulbs, students become aware of the quality of curves and the edges of angles. Sculptural form in architecture can be understood as consistency in the forms. (CS)

In times past art instruction for young children was integrated with other subject matters. Integration provides more meaningful experiences than can be achieved through separate study of narrowly defined subjects. (RM)

The life of the sculptor Henry Moore is briefly discussed and characteristics of his sculpture are described. Also included are lists of recommended films and books dealing with Moore, a student's guide to looking at sculpture, and sculpture activities for secondary students. (RM)

Proposes that inclusion of arts in the curriculum of all handicapped students can improve motor, perceptual, and social skills, and can be of functional, therapeutic, and aesthetic value. Suggests ideas for adopting art instruction to the needs of handicapped children in regular and special education classes. (JD)

The author describes his approach to early art education. Utilizing a puppet companion and found materials, he presents art as a sensory and intuitive experience. (SJL)