Discusses murals done by Egyptian children. Differences in the drawing styles of American and Egyptian children are discussed. The author states that the significance of the wall drawings is that they represent a rich social setting in which children learn to produce art. (AM)

Onfim's drawings, discovered in a medieval town in northern Russia in 1951, are the earliest known child drawings in existence. The history of these early 11th century drawings is described here by a Russian archaeologist. (RM)

An art activity which involved elementary students in making coiled clay constructions is described. (RM)

In this art activity elementary students are asked to design their own alphabet, not just by streamlining the letters they regularly use, but by inventing new letters. (RM)

A first-grade teacher describes how she taught her students to weave using real yarn. (RM)

Pictograms--assemblages of geometrical shapes that represent parts of the body--simply and vividly show how the body moves. They can be used to help elementary students draw larger figures and have confidence in drawing people. The pictograms also encourage children to look at shapes and details that artists use. (RM)

Many students find it difficult to draw complex subjects. Suggested to help elementary students is a method in which they draw eyes from the center out. Observing detail, breaking an area down into small parts, and then connecting them to complete the whole also facilitates reproduction of a variety of objects. (IS)

Describes how kindergarten children experienced the stages involved in the ceramic process in 3 30-minute class periods. Students created freeform, textured pendants which they glazed and fired. (KM)

Described is an art course in which fifth-grade students made masks using low fire whiteware as the medium. (RM)

Art activities, three for elementary students and one for secondary students, are described. Elementary students develop an autobiobox (a visual autobiography in a container), learn to draw trees in a meaningful way, and do human figure drawing; secondary students study and duplicate cast shadows. (RM)

The authors describe how children draw stories, not pictures. They suggest that by encouraging children to draw, and to bring to school drawings that have been done at home, art teachers can help children to create fantastic worlds. (KC)

Since 1976, the students of Yuma District #1, Arizona, have been participating in an art exchange project with schools in many other countries, as a way of developing international understanding. (SJL)

Clay is an incredible medium and can well serve any curriculum. Strategies that elementary teachers can use to help children interpret their ideas into finished clay pieces are discussed. (RM)

Describes a design exercise for college education majors. Five paper scissor shapes are used to illustrate the role of balance, variation, repetition, and unity in design. After comparing their own designs to Indian molas, students explore how color and shape affect design by elaborating their work with oil crayons. (AM)

Following a "building code" specified by their art teacher, sixth-graders designed and built cardboard townhouses to serve as permanent hallway decorations in their school. This article is one of four in this issue describing elementary level mural projects. (SJL)