This article describes how High School Visual Arts Teacher Jethro Gillespie built a portable art gallery for his students--essentially an 8-foot cube made from plywood and lightweight boards that can be assembled with bolts and taken apart in sections. The ceiling pieces of the gallery have track lights, the interior walls have been painted gray,…

Viewing YouTube culture as a creative, collaborative process similar to animal swarms can help art educators understand and embrace youth's digital practices. School-age youth are among the most prolific contributors to YouTube, not just as viewers, but also as producers. Even preschoolers now produce videos (McClure, 2010). So pervasive,…

This article describes a series of public space projects based on the contemporary practice of interventionist artists who seek to creatively transform spaces and disrupt the ritual of the everyday. Two of the four public space projects were planned for school spaces: (1) a mock marathon during class transitions ("Monthly Meeting Marathon"); and…

For military veterans suffering from the long-term trauma of warfare, arts and crafts become much more than the fabrication of relics; they can literally save the spirit. Dialogue and interaction between the veterans, volunteers, and staff are crucial to the success of veterans' arts and crafts program. The purpose of this research was threefold.…

Photography is a powerful medium with which to explore social issues and concerns through the intersection of artistic form and concept. Through the discussions of images and suggested activities, students will understand various ways photographers have documented and addressed racism and discrimination. This Instructional Resource presents a…

Critical media literacy art education teaches students to: (1) appreciate the aesthetic qualities of media; (2) critically negotiate meanings and analyze media culture as products of social struggle; and (3) use media technologies as instruments of creative expression and social activism. In concert with art education practices oriented toward…

An art curriculum is not a mere container of aesthetic and cultural content; a curriculum is itself an aesthetic and cultural structure. Students should be able to sense, examine, and explain the structure of the art curriculum; these explanations should emphasize important ideas and themes associated with traditional and contemporary artmaking…

Author put down his recollections on the complex variables surrounding any given photographic action and the creative expression involved. (RK)

A quarter of a million schoolchildren participated in the 1981-1982 PTA Reflections Project whose theme was "What Makes Me Smile.""Reflections" was initiated to increase childrens'"hands on" experience in the arts. Twelve entries became winners in the visual arts and were on display at Chicago's Junior Museum. (CS)

The ancient dichotomy between fine arts and crafts is examined. Crafts should be taught in school art programs. The art of craft can expose students to the diversity of human art expression. (RM)

Article pointed out the need for arts programs in atypical situations, some of the profound basic needs of exceptional people and how the arts can be a major means of meeting these needs. (Author/RK)

Offers a lesson plan for acquainting students in grades 10-12 with the dimensions of style and technique of still life painting in the United States during the late nineteenth century. Uses William Michael Harnett's "Plucked Clean" to convey concepts of composition. Suggests instructional strategies and outlines a studio activity. (KO)

Describes how three groups of twentieth-century U.S. artists--Landscape and architectural artists, pop artists, and the photo-realists--used the object as the primary image in their artwork. Maintains that this approach to studying still life may be more relevant for teachers and students today. (KM)

Provides four art portraits from various sources to help students question reality and the roles people play in society. Includes background information on the artists, historical contexts, visual analyses, and vocabulary lists. Outlines art and reading assignments for all age groups. (KM)

Maintains that the cognitive aspects of art education are being emphasized in order to validate art education's place in the curriculum. Argues that the studio approach to art education should be reformed while remaining at the core of art education. Explores the questions of who should teach art education; and how art teachers should be educated.…