Describes how art history and art criticism in the art curriculum benefit Trainable Mentally Retarded (TMR) students. Shows how these students enjoy looking at and talking about art and maintains that the experience will be successful if the requirements are kept basic. Outlines objectives that incorporate art history and criticism into the TMR…

Depicts a high school art activity in which students create imaginative compositions by selecting, cutting out, and aesthetically arranging various styles of lettering. These letters then dictate the style and content of the composition. Tracing paper is used to transfer the desired composition creating a border for another page which is then…

Compares "School Arts" Teacher Viewpoint Surveys of 1990 and 1979 under the headings who responded, students served, what is taught, program enrichment, problems, the artist-teacher role, other professional participation, and curriculum concerns. Describes additional responses to current trends, including multicultural education and…

Outlines difficulties of introducing art critiques in the elementary classroom. Recounts how problems were overcome by providing focus and allowing students to decide which classmates should critique their work. Provides a structure for critiquing art that builds verbal and analytical skills as students proceed from kindergarten to grade six. (KM)

Examines how discipline based art education (DBAE) has affected the teaching of art to exceptional children. Argues that balance must be maintained between self-expression and academic rigor. Recommends using reproductions of artistic works as visual motivational aids. (KM)

Explores the value of teaching art criticism and aesthetics to young children. Maintains that critical aesthetic experience reinforces such experiences in art production. Outlines seven methods to develop aesthetic language and shows how art criticism and aesthetics can be used by visiting a gallery or museum. (KM)