Three art activities are described. Intermediate and junior high school students made sculptures from geometric shapes cut from corrugated cardboard; eighth-grade students did freehand drawings using gridiron patterns; and junior and senior high school students studied antique valentines and then made their own. (RM)

When talented students interact directly with professional artists, both gain new insights and a renewed excitement about art. An apprenticeship program can be developed by an art teacher as part of a regular high school program. How one high school did it is described. (RM)

Describes an art instructor's alternative to lecture in an art survey course; i.e., minidramas providing characterizations of well-known artists. Suggests that other disciplines can use the model effectively. Indicates that the approach increases student interest and participation. (DMM)

The instructional strategies suggested use a work of one of Mexico's most celebrated political history painters, David Siqueiros, to introduce junior high students to formal qualities in portraiture and contemporary Mexican art history. (RM)

Instructional strategies introduce students in grades 10-12 to the stylistic characteristics and portraiture technique of Mary Cassatt and help them understand Cassatt's relationship to work of other Impressionist painters. (RM)

Outlined are four units of study in which intermediate grade students study and reproduce the human head, using sculpture, painting, and drawing. The outline describes student objective, teaching concepts, art history emphasis, media to be used, and art activities. (RM)

Young Artists is the annual exhibition of student art work from the Philadelphia, Pennsylvania, public schools, which is displayed from late May to early September in the museum of the Philadelphia Civic Center. The program is described and some of the winning artwork is reproduced. (RM)

Five K-12 art activities are described. Elementary students study the paintings of Paul Klee. Junior high students do tempera paintings of flowers. High school students make black and clear glue drawings, learn about the cup paper art of Henri Matisse, and study and interpret leaf forms of the magnolia trees. (RM)

By photosketching, students can alter an existing image in a personally expressive way and render a black-and-white photograph into line art. The technique involves students in drawing with India ink or any permanent colored ink on top of a black-and-white photograph, changing the photo in at least 10 ways. (RM)

In this art activity students are asked to make drawings based on projected images of photographic slides. Teachers can project their own personal slides or the slides of old masters for the activity. It is a unique way to motivate students. (RM)

When the informal workshop system was substituted for a traditionally structured arts and crafts course in a secondary school for military dependents in Germany, the class flourished. Instead of many small projects completed within fixed time periods, each student worked on a major project at his/her own pace. (RM)

Described is an art activity that involved secondary students in studying the history of American Indian wood carving and then making their own totem wooden sculptures. (RM)

Working in small groups, fifth graders designed and made a ceramic title mural that became a permanent display in the school entryway. The project is described. (RM)

Too much stress on technical procedure in a ceramics class can inhibit elementary students' free inquiry. It should be remembered that ceramics is a form of visual art and that art is a form of expression. Teachers must help students express themselves. (RM)

Stained glass can easily be a part of a middle/junior or senior high school art program. A good beginning project is a "light catcher," a small glass design form meant to be hung in a window. How to prepare the design and cut and lead the glass is described. (RM)