By visiting an African art exhibit, college-level art students enriched their understanding of the ritualistic art of the South African people. The exhibit is described and learning strategies used to prepare students for the exhibit visit are discussed. (RM)

Considers concepts and terminologies that focus on generalizations concerning traditional African art and cultures. Argues that alternative concepts and terminologies should be used in developing curriculum and in teaching non-Western art. Discusses traditional African religious beliefs, primitivism, and the function of African art objects. (KM)

Utilizes a 17th-century Italian sculpture and an African fetish figure to illustrate essential qualities and characteristics of figurative sculpture. Points out the extreme differences and the many similarities between the two and offers explanations. Includes a process for leading students through "reading" the sculptures. (MJP)

Asserts that, although it has been ignored by most art historians and art educators, the Barnes Foundation was founded upon a unique African/African American esthetic influence. Describes influences on the life of Dr. Albert C. Barnes, his world view, and the decision to establish the Barnes Foundation and its art collection. (CFR)

Maintains that art museums have developed new strategies and resources to provide services to art teachers, other educators, and students. Presents four classroom lessons utilizing paintings and other exhibits from the Art Institute of Chicago (Illinois). (CFR)

Provides a series of instructional activities and material concerning African art. Includes four color plates of African artwork. Accompanying materials include cultural, historical background information on each piece, as well as, learning activities. Artwork is from Cameroon, Ghana, Nigeria, and Zaire. (MJP)