Describes integrated approach to teaching the arts which can be utilized in single or multi-grade classrooms in rural settings by teachers who may not have a background in any art form. Addresses problems of time, preparation, and resources that hinder curriculum development by rural educators. (NEC)

An interdisciplinary art and science program for talented inner-city 11th graders is described through a photo essay. Students are involved in activities such as painting outdoors, rendering instructional charts for use in science classes, illustrating seasonal calendars, gardening, identifying insects, and learning about weather forecasting. (RM)

Educators need to include technology within the liberal arts. Educators must modify how they think about scientific and technical problems, recognizing that the arts and humanities sharpen analytical and perceptual skills. (RM)

Art educators must become politically involved. If they persist in their splendid isolation, each attempting to protect his or her own turf, all art educators may find themselves turfless. (RM)

There is an abundance of available and appropriate material that might serve as content for K-12 art courses. Discussed are eight guidelines that can insure effective content selection. Some problems of using role models in aesthetic education and concepts from aesthetic theory in art teaching are also examined. (Author/RM)

Art teachers should know about the chemical contents of art materials and understand how chemicals enter the body, what happens as a result, and what can be done to reduce chemical hazards. Three ways in which foreign substances enter the body, i.e., absorption, inhalation, and ingestion, are discussed. (RM)

Presented are techniques that elementary and secondary art teachers can use to help students evaluate their own works of art. These include mapping and diagramming, tracings, coverings, cutting apart and placing together, estimating, framing, enlarging and reducing, simplification and elaboration, projecting, playful tools, celebrations and…

Drawing is one of the first forms of art, both in historical terms and in terms of a child's development. Once in school, children should continue to draw and should be encouraged to draw better. Children learn to draw by drawing and by examining the drawings of others. (RM)

Fifth-grade art students examined Greek artists' drawings on the surfaces of clay vases and wine cups and read Greek mythology. The students then drew their own designs for ceramic pots. (RM)

Described is an art activity in which sixth graders were asked to draw something that they hear. The children created aural pictures that were truly inventive personal interpretations. (RM)

By visiting an African art exhibit, college-level art students enriched their understanding of the ritualistic art of the South African people. The exhibit is described and learning strategies used to prepare students for the exhibit visit are discussed. (RM)

How second graders made three-dimensional forms using construction paper scraps is described. (RM)

Teaching methods that elementary art teachers in British Columbia involved in an interdisciplinary art and language arts program have successfully used to help children experience an art project and then write about it are discussed. (RM)

Presents five lessons to help secondary level art students see the subjects they draw as they actually appear. The lessons involve portraits, void/solid drawings, surface textures, detailed drawings, and figure drawings. (RM)

This book not only sheds lights on the problems inhibiting art education, but also demonstrates how art contributes to the overall development of the mind. Delineating how the development of artistic interests and ability is an important aspect of cognition and learning, the book aims to show how art helps individuals construct cultural meaning, a…