A commentary on the life and work of Henri Matisse for use with secondary art students is provided. Exercises to use with the commentary are provided, and art activities are suggested. Annotated references are also included. (RM)

Describes an art unit that integrated art history and studio projects to teach surrealism to 14- to 19-year-olds. The unit was designed to apply a research study which found that students learned more art history and produced better art using an integrated approach. Class experiences confirmed research results. (AM)

Describes origins of the constructed relief and shows some examples of contemporary artists' work. Suggests using this history to motivate students to construct their own reliefs. Outlines a four-step lesson: preliminary drawing, finished drawing, mock-up relief, and finished construction using durable materials, such as wood, acrylic sheet, or…

Describes how students selected a famous artist for every letter of the alphabet. Using Gothic style letters, each student drew or painted in the style of their artists within the outlines of their letter. (KM)

Shows how high school students used foam carpet padding to create forms for still-life drawing. Discusses learning to progress from simple-line drawing to a three-dimensional image. Identifies the drawing of shadows, and extreme light and dark values, as points that need to be emphasized repeatedly. (KM)

Explains how the author encouraged students to think about censorship and the arts when conducting a field trip to Robert Mapplethorpe's "The Perfect Moment" exhibition at the Wadsworth Atheneum (Connecticut). Suggests preparing the students beforehand and keeping parents informed. Recommends booking a public room at a museum where…

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…

Explains how a veil control method allows secondary students to use oil paints in the classroom without difficulties of control, manageability, and clean up. Outlines how to prepare and apply oil glazes. Maintains that this method enhances students' studio skills and helps them appreciate the works of the great masters. (KM)

Provides a sculpture analysis lesson on aesthetic scanning designed to avoid the monotony of step-by-step discussion of sensory, formal, technical, and expressive properties of works of art. Offers four questions on sculpture analysis. Concludes that variety in aesthetic scanning is essential to keep both students and teachers motivated. (KM)