Described is a demonstration to illustrate the storytelling qualities of "clayscapes" and to suggest just one of the innumerable sculptured environments that are possible with clay. Clayscapes are sculptures which are minilandscapes made of clay. (KC)

In the first activity, which combines geometry, architecture, and sculpture lessons, intermediate and secondary level students make a sculpture from toothpicks. In the second activity fourth graders make a soft sculpture with fabric and yarn. Junior high students make animal sculptures from cardboard, newspaper, and twigs in the third activity.…

How second graders made three-dimensional forms using construction paper scraps is described. (RM)

Discusses the use of pillows as an art form for children to explore. Addresses ways pillows can be used in art, such as: building things with pillows and using pillows and pillowcases to learn about design, to create portraits and figures, and to serve as a canvas for art. (CMK)

Maintains that children's art has value in its own right in that it can help children satisfy their need to create and express themselves by playing and experimenting with art materials. (BB)

Argues that public genre art education engages the public with art forms that depart from traditional media usage and intentions to encourage collaboration, the demystification of artmaking, and societal reconstruction. Reviews aspects of the public-genre art-education methodology. Concludes that public-genre artmaking melds aesthetic practice…

How third, fifth, and sixth graders made sculptures from polystyrene strips is described. Specific instructions for introducing the lesson are provided. (RM)

Describes a teacher's experiences and accomplishments teaching art expression to visually impaired children, whose ability to create art and delight in so doing demonstrate that they may have sight loss but are not impaired in imagination. Special techniques for helping these students are described. (SLD)

Identifies and discusses four instructional strategies that represent important aspects of studio instruction: (1) key ideas related to interpretive meaning; (2) knowledge transfer between the artist and the student; (3) personal connections between students' lives and subject matter; and (4) problem-finding. Includes illustrative examples. (MJP)

Presents an interview with Dr. William R. Detmers, an exhibiting artist and teacher for over 30 years. Dr. Detmers discusses the changing conceptions of both the forms and purposes of art, his own artworks, and the symbiotic relationship between exhibiting and teaching. (MJP)