The art room can become a canvas, covered in white paper from floor to ceiling. Doors, windows--even the sink--can play a role as a canvas. One may begin by dressing everything in white. When students get dressed in white paper clothing, watch out--they have become walking canvases ready for painting. Beyond the art room, one imagines draping…

Children's portraits begin as a search for faces in objects, later in drawings, photos and videos. From a child's first line, trekking across a page to the circle representing a round head, young artistic life begins as a search for a portrait. Picturing oneself and the face of others is a lifelong journey. As with other creative ideas in…

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…

Illustrates imaginative approaches to drawing that encourages children's line interests, line collections, and line markings, and helps children to see art everywhere with drawing possibilities in everything. Includes ideas for inventing line making tools and drawing machines, for using new approaches, or treating drawing surfaces and tools in…

Describes how a teacher can motivate students to be creative by dressing up, performing for them, hiding things, and designing visual experiments. Advocates that art teachers demonstrate that art class is a playful and exciting place to be. Suggests methods to encourage teachers and students to perform. (KM)

Argues that teachers should replace art history instruction with efforts to build in children a love for beautiful old objects. Suggests that children should be encouraged to examine family treasures and toys and share their discoveries. Describes several suitable classroom games, including tablesetting history, history to wear, and traditional…

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)

Describes the "Adopt-a-School Project" that is part of the preservice art education program at the University of Kentucky. Contends that the confidence gained during this experience encourages the students to continue in art education and in their own personal art production pursuits. (CFR)

Presents a lesson plan constructed around several color plates of the artwork of George Szekely. Szekely suggests a playful and open approach to his work and recommends various ways of interpreting and experiencing his art using a variety of senses. His recommendations include slide projectors, word games, and role playing. (MJP)