Refers to the Third Program of the National Radio of Spain. (SK)

Author discusses the various uses of paper as an art material. (GB)

Author gives plans for grouping related elements in an art class in order to maximize the students' art experience. (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)

Aim of lesson was to create painted papier-mache forms inspired by polished stones. (DS)

Reviews, some events within education since 1962 for the purpose of interpreting the nature of the current educational revolution and to assess its impact upon art education now and in the foreseeable future. (Author/AS)

The author urges that children's natural sense of design be stimulated in their early years. Too many teachers, she says, place exceptional emphasis on technique and realism. Instead, students should be encouraged to enjoy visual relationships and learn the vocabulary they need to discuss visual qualities with the teacher. (PD)

Though reproductions are a necessary teaching tool, they are not substitutes for the original work of art. Through museum visits, students can be provided with the knowledge needed to experience art. By describing, analyzing, and evaluating the works of art, students become aware of the differences between originals and reproductions. (CS)

Describes the activities of Dr. Albert Barnes and the Barnes Foundation Galleries in Merion, Pennsylvania, in promoting Black art and supporting Black artists through research and education grants. Focuses on the educative relationship between Dr. Barnes and four Black artists who became accomplished university art teachers. (Author/MJL)

Discusses the history of using religious art to teach young children about their faith. Quotes and discusses a speech about art and catechesis by Pope Paul VI, who maintained that the image of Jesus arouses compassion in everyone. Argues that images of Christ brings new insights to people, especially children. (AJL)

Describes a curriculum flow developed around Vincent Van Gogh's "The Starry Night," created to strengthen the connections between the arts and early childhood curricula, especially in the area of literacy. Addresses: (1) preparing prior to a workshop; (2) selecting a work of art; and (3) selecting and reading children's literature.…

Explores the reasons art teaching practices developed by Pestalozzi and Froebel in the 1800's continue to influence contemporary schools, especially at the kindergarten and primary grades. Argues that 19th century school art coexists in contemporary North American elementary schools with school art forms originated by Cizek because each represents…