Focuses on Thomas Hart Benton, describing his house and studio in Kansas City, Missouri. Considers issues such as his life as the child of a congressman, his formal and informal art education, and his artwork. (CMK)

Discusses an art project that allowed high school students to look at art more critically and to appreciate the painting style of Jackson Pollock. Explains that students create drip paintings in the style of Pollock. Discusses the process. (CMK)

Provides information on Penelope Siopis and offers a list of activities that can accompany the study of Siopis and her painting "Unrequited." Includes a reproduction of "Unrequited" and a detailed discussion on the painting itself, addressing her techniques, her various influences, and the painting's subject matter. (CMK)

Presents an activity for upper-elementary students that correlates the actions of archaeologists, patrons, and artists with the sequencing of events in a logical order. Features ancient Egyptian art images. Discusses the preparation of materials, motivation, a pre-writing activity, and writing a story in sequence. (CMK)

States that paying attention to the mail children receive, the items that are contained, and how children prepare and send mail is an excellent lesson for art teachers interested in advancing the "mail arts" as an authentic form of child's art. Describes mail art as created by children. (CMK)

Describes a watercolor lesson based on autumn leaves. Discusses the process, including but not limited to initial thumbnail sketches, how to start the paintings, and how to paint actual leaves onto the preliminary surface treatment. (CMK)

Discusses an art lesson in which the students were asked to think about how art is created and then develop a schematic drawing or cartoon illustrating this process. Explains that the drawings of Rube Goldberg were used as inspiration for the project. (CMK)

Presents an art activity for fifth-grade students in which they learn about basic shapes and what happens when shapes overlap, draw seven overlapping geometric shapes, review the use of acrylic paint and mixing colors, and finally paint with primary colors. (CMK)

Focuses on individualized expression resulting from ideas and skills that have developed over time. Describes how students first drew a group of people, then used values and added background details, and finally enlarged the drawings demonstrating their own ideas. (CMK)

Discusses how to use heads as subject matter in the art classroom. States that in order to begin, the teacher should show depictions of heads by different artists. Considers how to help students begin the process of drawing a head, such as using a mirror or a photograph. (CMK)

Describes a unit on lighthouses, originally a social studies unit, in which students participate in two art projects: (1) a lighthouse printmaking activity and (2) a scratch-etch activity using lighthouses. Describes the steps for printmaking and the process of creating scratch-etch drawings. (CMK)

Describes an art project for sixth, seventh, and eighth grade students, in which plastic drinking straws serve as a weaving loom. Discusses the process. (CMK)

Discusses the importance of designing settings for children that encourage hands-on creativity through play. Suggests the designs are art forms requiring a participatory art teaching style. Describes the technique and provides proven design ideas. (CMK)

Provides various activities that museum docents use to help students "see" rather than "look" at art objects. Ideas include playing a looking game, using the five senses to describe the painting, creating stories about the art object, and having a treasure hunt while visiting a museum. (CMK)

Provides information on John Singer Sargent, a portrait artist known for his artwork of rich and famous people. Describes an art activity for fourth-grade students that incorporates the techniques of Sargent into full-bodied student self-portraits. Enables students to consider career aspirations. (CMK)