Outlined are four units of study in which intermediate grade students study and reproduce the human head, using sculpture, painting, and drawing. The outline describes student objective, teaching concepts, art history emphasis, media to be used, and art activities. (RM)

Five K-12 art activities are described. Elementary students study the paintings of Paul Klee. Junior high students do tempera paintings of flowers. High school students make black and clear glue drawings, learn about the cup paper art of Henri Matisse, and study and interpret leaf forms of the magnolia trees. (RM)

Creating a collage can be an effective way to help elementary children develop good compositional habits, drawing skills, and confidence. Students first gather pictures and photographs and create a collage. They then create a work of art from the collage, by drawing and painting it. (RM)

Author feels that it is important for child artists to relate to the art forms of given periods and societies in their understanding of artistic influences. (Author/GB)

Discusses art history from the standpoint of the circumstances surrounding the artists themselves. (GB)

Describes an art teacher's technique of teaching about abstraction in art by having students draw and paint their impressions of various sounds. (GB)

Students join in a creative venture to enhance their surroundings. (RK)

How to introduce batik into a grade seven art program. Suggests methods and materials to use. (RB)

Article describes and illustrates elementary students' paintings on 2 x 2 slides, using felt tip pens and drawing inks as well as paints to achieve experimental effects. Slides were then viewed through a projector. (PD)

Describes a 10-week art unit for upper- and middle-elementary students based on the theme of the sky. Students watched movies, drew sky-scapes, depicted fanciful flying people in drawings and sculptures, made a class soft-sculpture banner of flying creatures, and did abstract paintings based on aerial perspectives. (AM)

This article is concerned with the representational paintings and drawings of six- to nine-year-old children in which human relationships and interactions are central to subject matter. As a rule, children at this age are thought to be at the height of their curiosity and imaginative powers. (Author/KC)

Describes one summer offering of the Palo Alto schools which correlates productive activities with appreciation for art. (Author/RK)

Discusses the broad range of ideas and experiences contributed to class discussions by children of different ages in a multi-age group learning situation. (Author/RK)

Describes how the author, motivated by Esther Krichevsky's fishprints, introduced fishprinting to a middle school. Students explored the origin of fishprinting and other Japanese arts as well as learned about printmaking, collage, and painting. Maintains that, for children to grow creatively, they need freedom to experiment. (KM)

"Tribal Masks" was an interesting project for seventh and eighth graders who used "found" or "donated" materials as a result of budget cuts and art supply shortages. (Author/RK)