Claims that domestic art or hiddenstream art is not referred to in the art classroom because art teachers have difficulty locating resources. Identifies sources for print and nonprint textiles ranging from local community activities to museum collections. Lists resources for Navajo weaving, African-American quilting, and Amish quilting. (KM)

Describes how children six years and older can create plaster friezes. Children were first shown examples and then drew plans before creating their own friezes. (KM)

Describes a Chemistry and Art project developed for secondary students and teachers sponsored by the National Gallery and The Royal Society of Chemistry in the United Kingdom. Discusses aspects of the techniques used in creating five paintings as well as the chemistry involved in their making, deterioration, conservation, and restoration.…

Discusses an assignment where students draw a self-portrait of their hands after studying the structure of their hands to create a credible gesture. Expounds that the students focused on a technique called "geometricizing" to achieve the plains and angles of their hands and could choose the paper surface and medium themselves. (CMK)

Describes an activity in which fourth grade students created a three-dimensional representation of Vincent Van Gogh's room in Arles (France). Expounds that the students had to invent their own strategies for three-dimensional construction and two-dimensional embellishment. Provides directions for creating the room and bed. (CMK)

Describes an assignment that requires students to develop an original concept for their artwork where they utilize mixed media and repetition within their drawing as a starting point. Explains that students learn about principles of design and the frequency of repetition to satisfy compositional needs. (CMK)

Presents an art activity where the students create a mixed media painting by making a center area made of copper repousse and carrying the design in soft colored pencil and/or tempera paint to an outside mat creating a continuity of design. Discusses the process in detail. (CMK)

Describes an art lesson for third-grade students in which the teacher invited various members of the community to act as drawing models for the students while simultaneously providing the third-graders with role models. Explains that the models were intended to provide students with visual interest for drawing and an intrinsic social value. (CMK)

Describes an art lesson for sixth-grade students where they learn to use perspectives by drawing a cityscape. Explains that first the teacher demonstrates how to draw using perspective on the blackboard showing the ground line, horizon line, and vanishing point and then the students copy the example themselves. (CMK)

Describes an art activity for a beginning drawing class in which students draw pictures of feet using either a foot model or their own feet. Explains three choices of papers and techniques that could be used for the assignment. (CMK)

Describes a fifth grade art activity inspired by a restaurant logo that consisted of angled faces fragmented down the middle, with geometric profiles, in bold colors. Explains the process of creating the abstract split faces, from the initial drawing to adding colors. (CMK)

Presents an art activity for first grade that uses multicolor scratch paper. Explains that students make scratch-drawings of bird nests, then, as a class, discuss types of birds and bird positions (such as sitting or flying), and finally each creates a bird to add to the nest. (CMK)

States that paying attention to the mail children receive, the items that are contained, and how children prepare and send mail is an excellent lesson for art teachers interested in advancing the "mail arts" as an authentic form of child's art. Describes mail art as created by children. (CMK)

Describes a watercolor lesson based on autumn leaves. Discusses the process, including but not limited to initial thumbnail sketches, how to start the paintings, and how to paint actual leaves onto the preliminary surface treatment. (CMK)

Discusses an art lesson in which the students were asked to think about how art is created and then develop a schematic drawing or cartoon illustrating this process. Explains that the drawings of Rube Goldberg were used as inspiration for the project. (CMK)