Described is an art course in which fifth-grade students made masks using low fire whiteware as the medium. (RM)

Examined the relationship between Kinetic School Drawing responses and academic achievement in 100 normal fifth-grade students. Significant correlations were found for a number of measures, generally supporting the validity of the technique. (JAC)

Explains how pop-up art can be used for research projects by taking newspaper articles and transforming them into visual displays in which the various parts of the articles--pictures, captions, and headlines--are glued onto the display. Suggests that such work is especially useful to students who are not especially strong linguistically. (TB)

Working in small groups, fifth graders designed and made a ceramic title mural that became a permanent display in the school entryway. The project is described. (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)

The author discusses his cross cultural study of the painting styles of 9- to 12-year-old children in Australia, New Zealand, and South Korea. He compares their art products--all illustrations of the Noah's Ark story. A sample of the drawings illustrates the text. (SJL)

Examines artwork of elementary school students to determine the interrater and inter-item reliabilities of ratings given by professional artists. The generality of creative performance for the artworks, and the topic of age trends in artistic creativity, are also considered. (BB)

This 1981 study replicated a 1970 investigation of the characteristics of clay figures made by children from ages 5 to 11 in order to determine whether children had become more adept during the 10-year period. Children's methods of construction and amount of detail used in the second study did not vary from the earlier one. (Author)

Describes how a sixth grade class constructs wooden sculptures of people from scrap materials after viewing similar work by Pablo Picasso. Maintains that a limited budget does not limit childrens' imaginations. (KM)

Describes an art class flower painting project influenced by the book, "Georgia OKeefe: One Hundred Flowers." Students studied OKeefe's use of scale, color, composition, depth, and materials, to create their own flower paintings. (KM)

In an exchange program, 11- and 12-year olds from Arles (France) (n=25) and Sparta (Greece) (n=27) visited each other's cities and explored the culture and history. This study explores the ways they conceptualized the cultural patrimony of both cities through student drawings. The exchange created opportunities for dialog about European culture.…

Maintains that, by the time students reach sixth grade, they are tired of painting flowers. By viewing them through the eyes of the artist, Georgia OKeefe, students interests are revived. Students analyzed her methods and then drew and painted their own large scale paintings. (KM)

Discusses an art activity where fourth-grade students created backgrounds using melted paraffin and a variety of paints for their cat batik/collage. Explains that after the students created their backgrounds, they assembled their paper cats for the collage using smaller shapes glued together and wax to add texture for fur. (CMK)

Describes an art project in which fifth-grade students create abstracts and collages after exploring artwork of various artists. Explains that this project is perfect as a final activity for the school year and also helps to use up any leftover paint supplies. (CMK)

Explored the use of 5 and 11 year olds' artwork to investigate their knowledge of nonverbal communication and social distance. Children's drawings indicated that children recognize that strangers should be kept at a greater distance than friends; and children's age influenced their knowledge of nonverbal communication and social distance. (BB)