Three art activities are described. Junior and senior high school students carved kachina dolls from blocks of wood, junior high school students created table sculptures from old bottles, and senior high students made richly colored face-plates. (RM)

Procedures for silkscreening t-shirts are provided. Students of all ages are delighted to design and print their own images, and they get to wear the results. (RM)

Reflective dialog between student and teacher when children are producing art can help children grasp relationships between actions and consequences. Eight types of questions that can be asked by the teacher are discussed. (IS)

Slide art is luminous. It appeals to students of all ages and abilities and is inexpensive. Describes the four ways to make slide art: direct drawing, block-out technique, mixed media, and polarizing slides. (CS)

Born in Sweden in 1929, Claes Oldenburg was brought to the United States as an infant and raised in Chicago (Illinois). Oldenburg came of age artistically in the early 1960s with the pop art generation. Throughout his career, he has demonstrated the power of the imagination to transform the everyday environment. This teaching guide gives an…

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)

Cement offers many creative possibilities for school art programs. Instructions are given for sculpting with fiber-cement and sand-cement, as well as for finishing processes and the addition of color. Safety is stressed. (IS)

Ways in which story telling can relate to visual images are suggested. Questions about Matisse's "The Thousand and One Nights" are provided as an example. Instructions for selecting a story and illustrating it through paints, collage, or cutouts are also included. (KC)

An activity called "Concrete Sculpture in the Community" proved to be an outstanding educational and mainstreaming opportunity for interaction between handicapped and nonhandicapped students. During the course of the project, the students learned about handicapping conditions and discovered each other's strengths and limitations. (SW)

Upper elementary students visited an exhibit of nude sculpture. Most of the children reacted in a mature way. Activities were used to prepare children for this art appreciation experience. (AM)

High School students can abstract or reduce an original watercolor painting into a series of strips to produce a visual explosion of shapes, lines, and colors still recognizable as original. (AM)

Presents background information which will help teachers undertake leaded-glass projects in secondary-level art classes. Instructions cover simple designs, pattern construction, glass-cutting techniques, leading methods, and project assembly. (AM)

Describes the evolving functions of an in-house art gallery at a Milwaukee, Wisconsin elementary school. Teachers used the gallery exhibits extensively as an educational resource and as the basis of their classroom activities. Exhibit themes always involved at least two curriculum areas. (AM)

Gives a step-by-step demonstration and explanation of the thermo-etch process, an intaglio print process which uses a heated stylus to draw on plastic plates. (Author/SJL)

This first of a two-part series presents basic definitions and teaching ideas on landmarks, which were developed by a funded project at the Minneapolis College of Art and Design. (SJL)