Describes how third grade students learned about fresco paintings in Pompeii and made their own frescoes by pouring plaster into styrofoam trays and painting the surface. Students discovered they could control the paint better because of the porous surface of the plaster. (KM)

Describes how students incorporated the use of faux finishes in the construction of scenery for a school production of "Cinderella." After researching medieval castles and different types of stone surfaces, students used a sponge printing technique for exterior walls and a marbling technique for columns in the ballroom scene. (GG)

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)

Describes a game designed to motivate students to conduct art historical research. Required students to find artists who created art in four different ways, realistically, intellectually, emotionally, and spiritually. Students chose ways to take collected data and work cooperatively to create a mural. (KM)

Explains how artist, Tim Rollins, worked with Kids of Survival, a group of secondary school students in the South Bronx area of New York City, to create large scale art works inspired by Franz Kafka's book, "Amerika." Describes scale, materials used, use of contrasts, and inspiration for these artworks. Suggests similar art activities…

Outlines several methods for students at elementary levels to use cut-out lettering. Describes a name creation project, a scrabble bulletin board, and methods to teach the language arts. Maintains that, if students use their own letterforms in the classroom, they will be more involved in learning. (KM)

Describes and illustrates "Christina's World" by Andrew Wyeth. Provides background information on Wyeth's life and compares "Christina's World" to Wyeth's "Siri." Suggests activities to help all levels of art students understand use of color, mood, and composition. Introduces related activities designed specifically…

Outlines four exercises for high school students to demonstrate how people perceive color differently because of changing light conditions, varying viewpoints, and the viewer's preconceived notions of color. Maintains that an artist can use color perception to control a viewer's mood. (KM)

Describes Lucy Lewis' ceramic work which is inspired by the ancient pottery of her Acoma Pueblo artistic heritage. Discusses concepts of tradition, artistic heritage, and change over time. Outlines related ceramic and discussion activities for elementary and secondary students. (KM)

Describes a motivating activity for drawing still-life. States that students did contour drawings with markers and then layers of color tissue were used for enhancement. Students learned to appreciate the accidental variations caused by the materials. Concludes that this lesson increased students' motivation for contour drawing. Identifies…

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…

Describes art education in elementary schools in Japan and the content of their art textbooks. Maintains that the challenges of developing skills, making choices, and learning about the artistic heritage that are offered to Japanese children also should be offered to U.S. children. (KM)

Uses the artwork of Color Field painter, Helen Frankenthaler, to discuss abstract painting, how mood can be conveyed through color, different methods of applying color, and how different color combinations change the appearance of colors. Suggests art-related activities for elementary and secondary levels. (KM)

Describes an art exercise that helps students understand the abstract concept of line. Working in groups, students list things that can be found under the earth and then individually create layered earth drawings. A writing exercise follows that encourages analytical thinking and gives students a chance to explain what they discovered. (GG)

Describes how the art program in Kosciuszko Middle School, Milwaukee, Wisconsin has developed, with an emphasis on multicultural students' needs. Uses a hands-on integrated approach to learning about art and artists, and makes art relevant to students' lives. Describes teaching strategies, art facilities, the aesthetic environment, and curriculum…