This article describes how Paul Duncum teaches elements of realististic-style imagery. The elements he teaches are framing, angles of view, lighting, depth of field, and body language. He stresses how each of these elements contributes to meaning, and shows how they apply equally to old master paintings and today's digital photography.

The formal elements and principles of art are well known to art educators. Sometimes there are said to be seven of each (Gude, 2004). They were devised as pedagogic tools at the beginning of the 20th century and were used to help understand the modernist, abstract, and non-representational painting of that time. They continue to inform art…

Viewing YouTube culture as a creative, collaborative process similar to animal swarms can help art educators understand and embrace youth's digital practices. School-age youth are among the most prolific contributors to YouTube, not just as viewers, but also as producers. Even preschoolers now produce videos (McClure, 2010). So pervasive,…

Kevin Tavin has boldly gone where few would dare--to challenge the usefulness of one of the most cherished ideas in art education, that of aesthetics. The author believes that three of Tavin's arguments are completely sound: What is often offered as an entirely unproblematic idea is deeply implicated in historical repression, art education's…

Horse drawings by female children are analyzed. The construction of meaning in children's drawing frequently remains as much in the child's mind as it is graphically expressed. Educators must develop an appreciation for children's fantasy worlds and the ways these worlds both mirror and transform their lives. (RM)

Discusses how Franz Cizek, the first proponent of the hands-on approach to childrens' art education, influenced the direction of twentieth century art education. The author points out that, although Cizek's theories profoundly influenced other educators, he himself never actually applied them in his own classes. (AM)

Explains that to successfully teach art, elementary generalist teachers need a solid grounding in some teaching-learning strategies for making and responding to art, along with knowledge on applying them to specific grade levels. Describes four strategies for making art and two strategies for responding to art. (CMK)

Describes art programs that were given at several elementary Australian schools focusing on Christmas and Easter. Explains that the programs are based on the accounts of the birth and death of Jesus given in the Bible. States that the programs integrate studio art, art criticism, and art history. (CMK)