Various lesson plans for museum instruction were tested on fifth grade children of fair and high intelligence in an attempt to improve upon the "accepted method" of teaching, which was thought to be better suited to the child of low intelligence than to his abler classmates. The lesson plans tested were: (1) the accepted method…

Reviews LESSONS FOR LEARNING: HANDBOOK OF MUSEUM-RELATED LESSON PLANS which contains 20 lessons designed to correlate art with other subjects in the elementary and middle school curriculum. Assesses strengths and weaknesses of the handbook, concluding that, although lessons are uneven in quality, many original and interesting ideas are proposed.…

Highlights the purpose and role of the arts in society, discussing the problems involved in arts education for a culturally diverse community such as the United States. Explores the linkage between politics and the arts, and the importance of providing educational opportunities for young people to experience the arts. (GEA)

States that despite extensive credit and noncredit art programs provided by colleges and universities for students and surrounding communities, there is a lack of a cohesive vision in the area of lifelong arts learning. Concludes that effective lifelong education in the arts is an important and attainable goal for higher education. (GEA)

Discusses the textbook protest movement, highlighting themes and materials that have come under attack. Examines how art education might be affected by the movement and presents eight guidelines, adapted from the work of Ken Donelson, as quoted by Edward B. Jenkinson, for the safe selection of course material. (GEA)

Suggests that a school district can increase its emphasis on arts education by (1) acquiring an administrator advocate; (2) seeking arts boosters and advocates among teachers, parents, the school board, and community members; (3) bringing more art to the schools; and (4) starting school aesthetics committees. (IW)

Using William M. Harnett's 1884 oil painting "After the Hunt," this lesson introduces students in grades seven through nine to the style of realism popular in the late nineteenth century. The lesson is also designed to show how art reflects the values of the society in which it was created. (JDH)

This publication reports findings related to "Project ARTS: Arts for Rural Teachers and Students," a collaborative program among Indiana University, New Mexico State University, and Converse College in South Carolina. Seven rural elementary schools in those three states were also selected to participate. This report provides an overview…

This Ohio model competency-based arts program connects the four arts (dance, drama/theater, music, visual art) with educational, historical, personal, and social contexts in order to bring relevance and understanding to all students. The document is intended to provide guidance to local Ohio school districts in creating their own arts programs.…

Cutbacks in federal spending have affected art programs severely. Arts advocacy is needed to produce solid arguments for the role of the arts in education. But standards and goals, perhaps those set forth by the National Art Education Association, must first be established by art educators. (CS)

Describes use of the videocassette recorder (VCR) in art education to show single or moving abstract images for their own artistic worth. Use of the VCR with a microcomputer, use of the VCR alone, and suggested activities are included. (EJS)

Describes a high school project which integrates art and science by providing biology students with opportunities to exhibit student art work on biological subjects. (CS)

Throughout European history, artists have celebrated the values of their patrons. Today, the schools are the largest employer of artists. To justify art education according to current Back-to-Basics values, art teachers should explain visual art as a language, which they can teach students to read and use. (SJL)