Students make wall hangings in cooperative project in an advanced art class at Glynn Academy, Brunswick, Georgia. (DS)

Demonstrates that use of unusual materials frees the students from preconceptions of what his art product could be. (DS)

Classroom application of batik, dying by wax, can be easily accomplished. (MF)

Specially prepared exhibits can teach concepts about art and perception. (DS)

The author tells how a paper clothing making project was successful. (MF)

Article investigated art projects that stimulate rather than stifle children's creative drive. (RK)

Mead Corporation, Atlanta, Georgia, displays private art collection at two elementary schools in Palo Alto, California, to provide children with an exposure to high quality painting. (DS)

This issue of School Arts is devoted entirely to young artists around the world, grades K-12. (Editor)

Suggests techniques for utilizing carving materials, modeling materials, and plaster of Paris techniques. (DS)

Argues that folk art can help children explore design elements, reinforce fine motor skills, and broaden their appreciation for the art of the early United States. Provides lesson plans for a quilt collage, hex signs, and portrait painting. (KM)

The program for academically gifted and talented at Kellogg Elementary School in Michigan includes an open house for parents. Students teach workshops in activities like painting and weaving, and parents become the students. Parents learn how to encourage creativity and how to help their children learn. (CS)

A project which involved 11th- and 12th-grade art students in creating a "Jackson Pollock type" lyrical action painting is described. As a result of the project, the students gained a freedom of expression which was evident in their subsequent art projects and a tolerance toward twentieth-century art. (RM)

Describes how artist Betye Saar collects technological debris that she manipulates to create her artwork. Compares her work with African art which has a long history of transforming materials from the environment into symbols and objects. Suggests activities for students to create art with debris from their environment. (KM)

Describes how the author, influenced by Celtic, Trajan, and contemporary alphabets, created his own alphabet. Discusses the developmental drawing process, color determinations, and how he created his final large scale letter forms in plywood. Outlines how students can adopt these ideas to develop their own alphabet. (KM)