This book is designed to be of assistance to primary school teachers who have had little training in arts and crafts and for use in teacher training colleges. Tested in Nigeria and Jamaica, this manual gives children an opportunity to develop their natural creativity, and also develops accuracy and manual dexterity in hand skills. Lesson plans are…

Describes Vermont's Art Exchange Program and its goal of sensitizing Soviet and U.S. children to the common humanity they share. Discusses this program's attempts to break down barriers of fear and stereotyping by promoting the exchange of art and writing between children. (KO)

Describes a unit using materials gathered from Soviet children through Vermont's Children's Art Exchange Program. The unit involves a slide presentation and discussion of the cultural similarities and differences that are identified through an examination of art work. Suggests asking children to create art that represents their own culture. (KO)

Describes the collection of art work produced by male orphans at Starhie school (Nairobi, Kenya). The drawings portray scenes of village life which are representative of past experiences of these students. Suggests ways in which these materials can be used in the classroom. Offers selections of drawings. (KO)

Focuses on a group of children with moderate learning difficulties who exhibited a lack of interest or enjoyment in drawing. Attributes this to a developmental lag in the use of specific forms and drawing skills. Concludes that nonspecialist teachers could benefit from a greater awareness of developmental stages. (MJP)

Examines the effects of wartime trauma on the artistic expression of 35 Bosnian and Croatian children, ages 4-12. Discusses their cognitive development in terms of the Intuitive-Symbolic and Concrete-Operative levels. Includes four examples of representative paintings. (MJP)

Divided into two parts, this world directory features collections and archives of childrens' art. The first part of the volume provides information about the collections before October 1989. Entries are arranged in alphabetical order according to the French spelling of the various countries and include the following information for each entry:…

The gallery and weaving workshops of the Wissa Wassef School, located near Cairo, Egypt, are described. The school was started 30 years ago by the Egyptian architect Wissa Wassef, who believed in innate creativity and the need to encourage artistic creation by the practice of the craft from early childhood. (RM)

This activity book contains over 130 art ideas from around the world, combining the fun and creativity of art with the mysteries of history, the lure of geography, and the diversity of the cultures of the world. These projects allow children to explore the world through art with a process, not a product, approach to artistic outcome; the process…

This teacher's guide gives practical and realistic ideas for teaching and learning about art. Creating artwork need not be seen as an activity in isolation but can be used to reinforce historical understanding or to support cross-curricular work. The aim of the guide is to help teachers recognize the potential of the historic environment to:…

Offers examples of good Soviet art teachers and their ideas. Describes an art teacher who allows children to draw in any position so as to free natural creativity. Tells of programs to develop children's interest and ability in folk art, architecture, and life. Stresses the importance of sincerity of interaction and innovation. (DK)

Discusses the fruitful experiences arising from participation in study tours of classrooms throughout the world. Suggests that the world view gained through these experiences provides insight into perennial and universal questions plaguing art education. Makes several observations relative to the nature of art education in other nations. (KO)

This paper examines art, a discipline that bears striking parallels, and differences, in the way it is practiced and valued in the United States and Japan. In Japan, art is a valued part of the elementary curriculum warranting as much time as science and social studies. In the United States, art is generally thought of as something extra to do if…

Discusses an international art exchange project designed to teach fifth-grade students that the culture of a country is reflected in its art and that art is a universal language. Describes the contributions from Scotland, Mexico, Saudi Arabia, Egypt, Japan, and India. Points out ways to use materials in schools. (KO)

Argues that African art helps children to learn vital art concepts and enlarges their understanding of the role of art in human culture. Outlines a unit on African art based on animals. Students created fabric designs and illustrated folktales and fables. Provides a list of free resources. (KM)