A videotape of one student, "Eric," age three years, engaged in dialogue with his teacher about a picture he has drawn, clearly demonstrates the rich language learning opportunities that language encounters on the topic of a student's art work provide for both the child and the teacher. In this encounter, Eric is able to convey affective…

This activity book contains over 130 art ideas from around the world, combining the fun and creativity of art with the mysteries of history, the lure of geography, and the diversity of the cultures of the world. These projects allow children to explore the world through art with a process, not a product, approach to artistic outcome; the process…

This teacher's guide gives practical and realistic ideas for teaching and learning about art. Creating artwork need not be seen as an activity in isolation but can be used to reinforce historical understanding or to support cross-curricular work. The aim of the guide is to help teachers recognize the potential of the historic environment to:…

This fourth and final article in a series about children's story drawings describes a school art program based entirely on the visual narrative in which all art classroom activities and projects are based upon either visual storytelling or upon developing graphic vocabulary and grammar skills needed for visual narration. (Author/KC)

Argues that, although a little daily practice substantially improves reading proficiency, reading should be viewed as only the beginning of the literature experience. Suggests that interactions with books can continue through many other forms of response. Annotates 22 examples of children's books that invite dramatization, writing, art, music,…

Provides instructions and diagrams for making a life-sized morpho butterfly to wear on the finger and a paper bromeliad. Includes a pattern for copying. (RT)

Asserts that the practice of drawing in sketchbooks contributes something valuable and unique to young children and to those who teach them. Maintains that voluntary drawings offer children a form of engagement in art-making that is substantially different from what they experience in lessons initiated by a teacher. (CFR)

This book outlines a nontraditional approach to papier mache and a process called "cloth mache" with fifth- and sixty-grade students. The volume describes a process called "cloth mache," a technique neither widely known or practiced. By combining the two media, a new dimension of sculpture is opened to the student. The paper…

The program description and curriculum for Art Partners, a Cranford, New Jersey, after-school program to meet the needs of artistically talented children in grades 3-6, are provided. The program description includes information on: a suggested sequence of activities for 38 sessions, program organization, the artist-in-residence component, area art…

A cross-age art project involving second graders and high school students is described. Each group investigated the design qualities of several popular picture books and then wrote their own stories. The second graders had to illustrate the high school stories and vice versa. It was a tremendous success. (RM)

Discusses how students can examine artists' use of clothing to express ideas about cultural values, lifestyle, and design. Features four, culturally different, artworks from the Art Institute of Chicago. Outlines instructional methods for discussion, creative writing, and art production. (KM)

Recommends the use of visual art games to organize learning for short time periods. Outlines strategies for seven visual art games adaptable for most age and skill levels. Based on familiar games such as "I-Spy" or "Bingo," these activities deal with artistic terms or concepts, artists, artworks, and art history. (LS)

Recommends the use of visual art games to introduce art units and stimulate student interest. Outlines strategies for 10 visual art games adaptable for most age and skill levels. Based on familiar games such as "tic-tac-toe" or "hangman," these activities deal with artists, artistic skills or concepts, and art history. (LS)

Describes an art project that relates a fifth grade arithmetic lesson with a drawing assignment. Students first learned to enlarge a drawing on a grid, and then were given a segment of a cut-up reproduction of a Picasso painting and asked to enlarge and duplicate their portion. Completed pieces were combined for the final product. (LS)

Discusses methods for teaching elementary art students the principle of a focal point in the design of art works. Suggests beginning with well-known paintings as examples of utilizing a focal point, and then encouraging students to create their own designs. Displays examples of student art employing a center of interest. (DB)