The "all-over" abstract canvases that Jackson Pollock produced between 1943 and 1951 present a pedagogical challenge in how to account for their apparently chaotic structure. One reason that they are difficult to teach about is that they have proved notoriously difficult for art historians to come to terms with. This is undoubtedly a consequence…

Cephalopods have a visual language that may be considered artful; they flash color-forms on their hides to communicate intents and emotions. Formalist inspired artists and their critic-expositors describe abstract pattern-painting as though it were a visual language equal to that of the cephalopod. In this article, the author argues that although…

The importance of multicultural art education has been addressed by art educators over the past 15 years. Art educators maintain that art is capable of empowering mutual respect and appreciation for people, objects, and ideas among diverse groups. Although many educators/teachers use non-Western artworks or artifacts to enrich their art programs,…

Recently an outstanding cross-section of works from Van Gogh's Arlesian period was on exhibition at the Metropolitan Museum of Art in New York City. His works are discussed; some samples are included. (RM)

For more than two thousand years, the painted image has been critical to the culture of the West. At the beginning of the 21st century, however, painting sits quietly in a small corner and is, for the most part, ignored. Museums increasingly devote their contemporary exhibition space to "installation art," as opposed to discrete objects…

Notes that educators often view art as an intellectually shallow, mechanical process. Describes Sir Joshua Reynolds's concept of invention as the intellectual combination of placing the painter's mental picture of actions, expressions, and characters on canvas. Calls for educators to stress intellectual qualities of art in order to develop…

There are five categories of titles of paintings: descriptive, narrative, directive, poetic, and arbitrary. When children title their work they give clues to its intent and challenge the presuppositions that adults may bring to children's art. Titling can expand students' ideas for painting and provide a greater variety of approaches. (CS)

The process of learning art is related to experience and to the growth of understanding and not solely to the development of technique. Experience of the world, and of nature, thus becomes the source of painting. (Author/CMG)

The drawings and paintings of Franz Kline are discussed. The schedule of a traveling exhibit of Kline's work is provided. (RM)

The definition and function of visual metaphor in selected paintings and sculptures from Picasso's works are explored. (RM)

In this article, the author describes how she conducts her art classes. She relates that she begins all of her classes by asking prompting questions and presenting basic information such as a definitions of art terminologies to her students. The author believes in brainstorming with her students, an effective way for creating a dialog with her…

The part that words play in teaching art has been underestimated. In a good art class, there is an interplay of ideas about the ongoing work. By using the right words, the teacher can help students develop their creative faculties. (CS)

Argues that in an art world dominated by critical theory the contribution of painting to society and education is not firmly established. Reviews challenges from critical theory to painting and constructs an alternative relationship between them. Articulates how concepts in critical theory are informed and extended by painting. (DSK)

Describes nine consequences for children who are given the opportunity to work with art teachers. Some of these are that making images provides intrinsic satisfaction; children learn that the images they create can function as symbols; and children's power to conceptualize visual ideas and to use effective means of expressing them increases. (KC)

Focuses on the life and career of Fairfield Porter who was a painter working in the style of Intimist inspired Realist. Provides background information on Porter and examples of his artwork. Describes the exhibit "Fairfield Porter: A Life in Art, 1907 1975." (CMK)