Though every art student should have a chance to do photography, expenses have kept photography out of the art curriculum. Inexpensive pinhole photography can be the answer. Describes the pinhole camera and its construction, setting up the darkroom, using the camera, and print processing. (CS)

The objective of this article is to illustrate how the camera can be quite an asset to the teacher by providing effective but economical visual aids. (Author)

Description of an experimental program for upper elementary students, with student reactions. (SP)

Presents some inventive darkroom techniques which can lead students to new interests in designing creative images. These techniques include easel manipulation, image blending, paper negatives, vignette, vaseline smear, cut strip, flop negative, or combinations of these. Each technique is illustrated by a student photograph. (Author/SJL)

The author suggests handbuilt slides as an art project for elementary or secondary students. Instructions are given for making slides with found objects, smoke, and magazine lifts. The article is illustrated with several examples of this technique. (SJL)

Touches upon an area where photography plays an integral role, its relationship to fine art. Demonstrates how photography can be creative, how the camera can be used to capture and record subject matter for the visual artist, and how photography can be used as a teaching tool. (Author/RK)

The technique of using toy cameras for both black-and-white and color photography in the art class is described. The author suggests that expensive equipment can limit the growth of a beginning photographer by emphasizing technique and equipment instead of in-depth experience with composition fundamentals and ideas. (KC)

In this article is presented art created by students at various grade levels in many areas of visual expression. (Editor/RK)

In this art activity students are asked to make drawings based on projected images of photographic slides. Teachers can project their own personal slides or the slides of old masters for the activity. It is a unique way to motivate students. (RM)

Asserting that photography teachers must emphasize the aesthetic aspects of photography over the technical, the author outlines a field trip activity and the necessary preparation for it. (SJL)

Describes an introductory photographic program designed to offer upper elementary children the opportunity to investigate the camera, its working parts and the picturemaking process, as well as to develop the students' awareness of their environment, using a minimum of equipment and materials. (Author/RK)

Slides were used to inspire eighth- and ninth-grade students in a unit on world architecture. The course is described, and a recommended list of print and visual resources is provided. (RM)

Photography programs are available to artistically gifted seniors at New Trier High School. Students can learn camera and darkroom techniques, photographic exposure, and preparation of individual portfolios. One highly effective project used words and numbers as the subject matter for student photographs. (CS)

Suggests that observing, photographing, and discussing local buildings and places can help students form opinions about the built environment, the art form they experience most of the time. Presents some teaching ideas from existing photography-in-the-built-environment projects in Britain and the United States. (Author/SJL)

Describes a year-long, technically-oriented photography/film course developed by the authors for the Newton (Massachusetts) Public Schools. Lists some of the program's objectives, discusses problems of working with chemicals and providing darkroom space, and emphasizes the program's motivational effects. (SJL)