Describes an art instructor's alternative to lecture in an art survey course; i.e., minidramas providing characterizations of well-known artists. Suggests that other disciplines can use the model effectively. Indicates that the approach increases student interest and participation. (DMM)

Described is an art activity that involved secondary students in studying the history of American Indian wood carving and then making their own totem wooden sculptures. (RM)

To introduce a secondary school sculpture class to art history, the students created a modern version of an Egyptian mummy of Pariscraft. The mummy was painted in traditional Egyptian colors, but the symbols represented the high school where it was produced. (IS)

The author describes how advance planning of tours, inservice, and teaching materials by school and museum educators ensured that Minneapolis teachers and students learned a great deal when the traveling museum exhibit "The Vikings" came to their city. (SJL)

Describes the AMICO (Art Museum Image Consortium) Library, a digital database that includes works of art from museums in the United States and Canada whose images are licensed to educational institutions. Discusses quality; uses for studio art and art history; search capabilities; interdisciplinary uses; cultural works; and information included…

The art of Edgar Degas is discussed in relation to his impaired vision, including amblyopia, later blindness in one eye, corneal scarring, and photophobia. Examined are ways in which Degas compensated for vision problems, and dominant themes of his art such as the process of perception and spots of brilliant light. (Author/JDD)

Argues that studying professional art critics can provide material for studying art criticism in the classroom. Focuses on the published work of Lawrence Alloway. Describes how his work covered a wide range of artists and movements and how he was politically proactive in promoting underrepresented populations of artists. (KM)

The themes of Jose Clemente Orozco's murals, several of which are found on U.S. college campuses, are as relevant today as they were during the Mexican Revolution. Orozco (1883-1949) painted the world as he saw it, portraying corruption, violence, and man's inhumanity to man. (LP)

This article describes the foundations, development and some of the findings from a research project about how the use of the gaze, as a key idea from critical art history, might affect the understanding of art by art educators. It shows how the use of this key idea involved not just the disruption of a modernist model of art interpretation (based…

Plainfield, New Jersey has been a pathway from the Hudson to the Delaware Rivers for Native Americans, a settlement for early settlers, a source for industrial workers, and a residence for homeowners of a wide variety of incomes. The town's architecture recalls its social history. A need was seen to build community through recognition of the…

For thousands of years, the three perfections--painting, poetry, and calligraphy--have been considered the mark of an enlightened person throughout Asian cultures. Fifth-grade students learned about these three hallmarks by studying three works from the Detroit Institute of Art's Asian collection: a nineteenth-century Japanese hand scroll, a…

In this article, the author relates how she and other art teachers developed a "living painting" lesson, an art lesson that incorporates art history and painting. The lesson was developed also in part to help new student-teachers plan a memorable lesson. With the living painting lesson, students will have to choose and recreate famous paintings…

About 15,000 BC, the bison and other animals roamed the land and cave people, in their spare time, found colorful, chalky rocks with which to play. Over the course of time, they found that the chalky rocks would rub off on the cave walls, thus cave paintings and the pursuit of art was born. This article describes one fourth-grade classroom's…

Two linked courses examining conservation science and art history of 17th-century Dutch painting are described. The two courses have been taught on campus and, most recently, as study-abroad courses in collaboration with the Center for European Studies, Universiteit Maastricht, The Netherlands. The highly interdisciplinary courses are intense, yet…

Ohio schools have developed a Balanced Comprehensive Art Curriculum (BCAC) that includes art history, art criticism, and art in society as well as traditional art production. Students in kindergarten through 12th grade receive equitable instruction in all four curriculum areas. Includes a resource list and table. (MD)