Critiques the attempt by David Pariser and Axel van den Berg to apply the author's methods to a cross-cultural study. Argues that their study is too flawed to be definitive. Suggests means to test the universality of the U-curve as a cognitive development pattern or an artifact of culturally defined aesthetics. (DSK)

Responds to a critique of the authors' work by Jessica Davis. Enumerates and responds to each of Davis' critiques, arguing that many of them are invalid. Defends the research design choices made by the authors and the results of their study. (DSK)

University education students examined three strategies to teach drawing--self-expression, observational drawing, and incorporating language input--to primary school students. Findings suggested that particular characteristics of language strategies were most successful in promoting learning, especially when instructors were clear about the type…

Within the broad perspective of school and social exclusion, this article pays attention to an important factor of exclusion: overweight and obesity in primary school children. An interdisciplinary research was conducted and aimed at the study of social representations and practices surrounding food which primary school children, their parents and…

Environmental education is enhanced through day-long field trips that integrate children's literature, science, environmental awareness, and sketching. Literature sets the context of the learning, and sketching encourages children to carefully observe a natural area. After the field trip, children create community displays featuring writing and…

Describes objects from everyday life and analyzes artworks by four contemporary artists whose works make use of familiar objects (Louise Nevelson, Claes Oldenburg, Mitchell Syrop, and Betye Sarr). Divides lesson into four steps: (1) discussing everyday objects; (2) viewing artworks; (3) studying artists; and (4) class activities related to the…

Discusses an international art exchange project designed to teach fifth-grade students that the culture of a country is reflected in its art and that art is a universal language. Describes the contributions from Scotland, Mexico, Saudi Arabia, Egypt, Japan, and India. Points out ways to use materials in schools. (KO)

Maintains that assessment in the arts often is avoided in the early childhood years because it appears to be incompatible with a child-centered philosophy. Asserts that reflective assessment procedures can inform early childhood teachers about instruction in arts education. (CFR)

Asserts that educational researchers ideally want their interests, values, and assumptions about life and human purpose interwoven with their research themes. Reviews research in art education. Concludes that one topic to study would be the relationship between art education and life. (CFR)

Describes the outreach education program of the Museum of Contemporary Art, Los Angeles (California). The First Visit and Beyond program consists of community outreach, museum visits, and return visits. Outreaches take place in the community with eight sessions of interactive discussion and art-making connected thematically to museum exhibits.…

Argues that African art helps children to learn vital art concepts and enlarges their understanding of the role of art in human culture. Outlines a unit on African art based on animals. Students created fabric designs and illustrated folktales and fables. Provides a list of free resources. (KM)

Describes how art history and art criticism in the art curriculum benefit Trainable Mentally Retarded (TMR) students. Shows how these students enjoy looking at and talking about art and maintains that the experience will be successful if the requirements are kept basic. Outlines objectives that incorporate art history and criticism into the TMR…

Reviews literature supporting the proposition that language is an essential component of early artistic development. Suggests that appropriate forms of dialogue between adults and children in art-making contexts may provide a foundation for understanding and facilitating early artistic activity. (Author/BB)

Replicates Jessica Davis' study of the U-shaped aesthetic development curve in a cross-cultural setting. Examines whether a similar U-curve is evidenced in Chinese aesthetic development. Presents results that suggest that Chinese aesthetic criteria do not produce a U-shaped evaluation of artistic skills. Discusses limitations of the study. (DSK)

Presents a case study of 95 elementary schools within a 50-mile radius of Sioux Falls, South Dakota, to discern the extent to which elementary schools use local cultural/arts organizations to enhance teaching and learning. Concludes that most schools made use of available resources and that there is a need for a community "clearinghouse"…