Maintains that two goals in multicultural art education are developing students' sensitivity to the techniques and inspiration of artists and utilizing that understanding to discover more about their own beliefs and values as translated through an art object. Describes a case-study lesson based on this approach. (CFR)

Reports on a visit to Nepal to observe art education in rural and urban schools. Discusses art activities among rural families and in schools. Contends that art education is discouraged in urban or more modern school settings because of the influence of Western lifestyles. (CFR)

Discusses purposes of the arts in early childhood education. Examines some of the contemporary proposals for art in early childhood programs, including discipline-based art education. Suggests a framework for selecting art activities for early childhood programs and provides examples of appropriate activities for young children. (CFR)

Contends that art supplies can be obtained from discarded materials in the school, items from home, and other places. Maintains that students' creative supplies are what they save, what they wish for, and what they play with. Presents suggestions for creating art education supplies from a variety of everyday items. (CFR)

Portrays the spiritual and natural content of Haitian art, illustrates a characteristic cut-metal sculpture, and lists highlights of Haitian art history. Suggests activities for elementary and secondary students designed to help them understand art forms that provide insights into the myths and mysteries of other cultures. (KM)

Reviews recent development in art education in light of the National Curriculum for Art in Great Britain. Maintains that critical studies, the concept of applying critical thinking to art history, are the key ingredients for the improvement of art education. Provides suggestions for implementing critical studies in the art education program. (CFR)

Contends lack of appropriate instructional materials and demands of studio art production may keep some teachers from incorporating art history and art appreciation into secondary art education courses. Presents two lesson plans focusing on art from European Renaissance period. Concludes that the integration of art history, criticism, and…

Argues that encouraging creative self-expression should remain a vital part of the art curriculum. Provides a case study and explains how the art teacher can intervene to engage affective concerns by using appropriate works of art. Concludes that increased resources or recognition in the field should not be reasons to replace a child-centered…

Presents elementary and secondary level lesson plans for teaching students good health practices in conjunction with the celebration of World Health Day, April 7. Teaching units utilize the creative arts, mathematics, physical education, social studies, science, and language arts to promote health. Examines the role of schools and teachers in…

Reports on a study of instructional strategies and classroom techniques used by art teachers for children with disabilities. Finds that in both segregated and integrated art education settings, a balanced, comprehensive art education program is possible with all students. (CFR)

Compares the arts and design context and attributes of the National Curriculum in England and the National Guidelines in Scotland. Concludes that art and design educators in both England and Scotland must work to remove bureaucratic constraints that prevent practitioners from controlling their own discipline. (CFR)

Asserts that content-based art education, which is dominated by discipline-based art education at the elementary level, is also represented by a secondary model developed within the International Baccalaureate Program. Maintains that the program provides a content-based structure and fosters thinking skills, creativity, and critical appreciation.…

Reviews the place of creativity in the two major orientations of art education: (1) creative self-expression; and (2) discipline-based art education (DBAE). Asserts that critics of DBAE argue that it is dry and does not allow for creative expression. Rejects this notion and claims that properly implemented DBAE produces intellectual and emotional…

Asserts that understanding cross-cultural issues has become one of the most important concepts in multicultural education. Presents two pairs of artworks that each juxtapose African and European religious traditions. Includes four full-page, color depictions of the artworks and teaching suggestions. (CFR)

This article explores the possibility of linking essential skills within elementary content areas to Algozzine and Ysseldyke's model of effective instruction. Specifically, suggestions are offered for using handwriting and art to express ideas and feelings. The suggestions address the teaching principles of motivating students and providing…