Involvement of primary grade children in a community art auction taught them that it takes patience and imagination and a sustained effort to turn out an acceptable offering. (RB)

The twig loom, made from the branch of a tree, can be as simple or as complex as the weaver wishes. It can be the first loom attempted by children, as a way of introducing them to weaving. (Author)

Unexpected dividends from this experience were the familiarization and identification of various dyeable fabrics, what to wash, how to wash, fashion, design, color, and the social involvement of wholesome student interaction in the classroom. (RB)

Experience of several sixth grade classes using scrap glass to create their own window. (RB)

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)

Discusses how copper foil can be used as a creative jewelry medium. Recommends materials, techniques, and designs. (RB)

Suggests a merger between linoleum block printing on fabric and creative stitchery can produce far richer results than can be achieved through the application of a single technique. (RB)

An experimental art program using aluminum wire, yarn, cord, raffia, and beads offered a new approach to weaving and a rewarding experience for students. (RB)

Brightly banded resisters, condensers, diodes and transistors as well as printed circuit boards were used with the objective of discovering their potential in creating objects for personal adornment. (RB)

Discusses the aesthetic experience of working with fused glass. Offers suggestions for lamination, firing, experimenting with texture and shape, decoration, modular construction and how they can be applied to a High School curriculum. (RB)

Describes the origin of Swedish rya knotting and illustrates how it is done. Outlines a lesson plan to make a Swedish rya mat using weaving and knotting techniques. (KM)

Describes methods of introducing ceramics to preservice teachers, emphasizing creativity and enjoyment rather than skill building. Maintains that these methods are less intimidating for new students and that they will encounter the necessary skills while being creative. (KM)

Describes the origin and function of Tibetan lineal books. Outlines a lesson plan that can be used by students in all grades to create their own lineal books. (KM)

Maintains that students need to be exposed to different forms of book construction to increase their awareness and conception of books as an art form. Outlines goals, instructional concepts, integrative aspects, and evaluation criteria to help students at all levels design their own books. (KM)