A high school art teacher reports her classroom experiences with a new type of chemical paint-alkyds. (SJL)

Six lesson plans can help junior high school students learn about concrete and abstract images. Students draw human figures, identify concrete and abstract images in words and paintings, draw concrete images from abstractions, and make paintings of positive, abstract concepts using concrete imagery. (AM)

Recently an outstanding cross-section of works from Van Gogh's Arlesian period was on exhibition at the Metropolitan Museum of Art in New York City. His works are discussed; some samples are included. (RM)

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)

An art teacher at South Shore High School in Brooklyn, New York, uses blot paintings as a wedge into the teenager's fantasy world thereby defining nebulous shapes into concrete, but often delightfully outlandish, subject matter. (Author/RK)

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)

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)

While Henri Rousseau's work was not easily classified into any definitive artistic style of the time--impressionism, post-impressionism, fauvism, or cubism--it has been considered a forerunner of surrealism because of its dreamlike sensibility. This teaching guide provides information about Rousseau and his work, focusing on "Tropical Forest…

In this experiment in description, students in a high school honors English class were asked to select a surrealistic painting and capture it in writing. Their compositions were given to art students who tried to reproduce the paintings from the written descriptions. (SJL)

Describes the use of a simple and familiar medium, finger paints, to get high school students to explore problems of design in painting. (SJL)

Instructions are given for making oil ground, glue gesso, glue water size, oil colors, damar varnish, water colors, encaustic painting, egg tempera painting, etching inks, etching grounds, etching acids, and sugar-lift. (SJL)

Students designed and painted their school's walls in a massive school enlivening project. (Author/RK)

In this art activity gifted students, ages 10 to 13, learn about internal and external rhythms and make a painting of an internal rhythm. The lesson can be expanded with a discussion of Kandinsky, Pollock, and other painters who have painted sound or have demonstrated rhythms. (RM)

Describes activities to stimulate elementary school students' and kindergarten children's interest in mixing colors and selecting attribute cards. Suggests ways to encourage parents and other adults to participate in positive activities with children. (RH)