By displaying slides or prints of paintings, by reading and discussing related poems, and by having students write their own poems on what they see, teachers can expose art students to a new view of poetry and visual arts. A list of poems and paintings to compare is included. (RM)

Vincent Van Gogh's painting "The Starry Night" is discussed, and ways that an art teacher can use this painting as a resource for learning are suggested. Specific activities to use with elementary and secondary students are included. (RM)

The author describes ways in which the arts can facilitate small group and classroom counseling for gifted students. Basic components of the guidance function are identified and five principles discussed, including an emphasis on individual behavioral processes and an orientation toward cooperation rather than compulsion. (CL)

Presents activities that combine the arts with reading, writing, mathematics, social studies, science, and foreign language instruction. (FL)

Described is a college-level art activity that teaches aesthetic literacy to entry-level art education majors. Students are asked to bring to class and to discuss two objects--one, an art object, and the other a nonart object. The article also presents thematic categories for the generation of aesthetic concepts. (RM)

Four teaching strategies are described. Secondary students do pop art sculptural forms emulating aspects of the forms of George Segal and Duane Hanson, do a sculpture of an everyday object, and create their own room-sized works. Elementary students do a sculpture in the style of Marisol. (RM)

Describes an art project that involved blind secondary students in producing a large piece of sculpture for the terrace of their school. (RM)

A first-grade teacher describes how she taught her students to weave using real yarn. (RM)

A technique for demonstrating the negative-positive relationship in photography without a camera or darkroom is described. (RM)

A secondary teacher describes how she has her students use liquid white enamel. With the enameling process, students can create lasting, exciting artwork. They can exercise an understanding of design and color while learning the value of careful, sustained craft skills. (RM)

Examples are given of ways in which elementary teachers can develop art appreciation among their learning disabled students. Activities described are based on techniques of M. Montessori and involve labeling pictures, building an art appreciation vocabulary, and going on a museum trip. (CL)

Pictograms--assemblages of geometrical shapes that represent parts of the body--simply and vividly show how the body moves. They can be used to help elementary students draw larger figures and have confidence in drawing people. The pictograms also encourage children to look at shapes and details that artists use. (RM)

Techniques to help students do modeled drawings using Conte crayon or chalk are presented. Students must imagine that the crayon is actually touching the form they are drawing, pressing lightly on sections closest to them, and increasing the pressure to create darker tones as they draw the parts farther away. (RM)

A fifth-grade class was taught how animated films are made by actually making some. Each cartoon involved four parts: title, artwork, credits, and storyboard. In addition to learning about animation, they had the experience of thinking in logical sequence and of working cooperatively. (CS)

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)