Maintains that the study of art history should be learning about all forms of art work from every culture and relating it to the present. Describes how one art teacher uses puppetry to actively involve students in art history. Recommends that teachers look to the great teachers and their own teaching for such lessons. (KM)

Describes how artist Betye Saar collects technological debris that she manipulates to create her artwork. Compares her work with African art which has a long history of transforming materials from the environment into symbols and objects. Suggests activities for students to create art with debris from their environment. (KM)

Describes the origins of the Peruvian Nazca Indians double-spouted jugs. Provides a lesson plan so students can create their own double-spouted jugs. (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)

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 an African maskmaking project completed by seventh grade that gave students insight into tribal cultures. Discusses materials and methods students used to make the masks along with a backdrop painting to complement their masks. Displays several examples of student art. (DB)

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…

Originally designed for use in combination with a museum visit to the Islamic Arts of the Book from the Vever Collection exhibition at the Arthur M. Sackler Gallery of the Smithsonian Institution, Washington, D.C., the document presents a teaching package about Islamic art during the late 16th-early 17th century. Themes in Islamic art addressed…

Offers an innovative way to teach mid-nineteenth century North American Indian history by having students create their own Indian Ledger art. Purposes of the project are: to understand the role played by American Indians, to reveal American Indian stereotypes, and to identify relationships between cultures and environments. Background and…

Portrays the spiritual and natural content of Haitian art, illustrates a characteristic cut-metal sculpture, and lists highlights of Haitian art history. Suggests activities for elementary and secondary students designed to help them understand art forms that provide insights into the myths and mysteries of other cultures. (KM)

Explains how elementary students learned art criticism by acquiring a collection of miniature reproductions of artworks, which the students critiqued. Describes how the art specialist worked with the classroom teacher to direct writing activities. Comments on how the teacher managed to acquire the miniature reproduction of artwork. (KM)

Presents four examples of Afro-American art by Augusta Savage, Lenwood Morris, William H. Johnson, and Romare Bearden. Describes their lives and artistic objectives. Suggests study questions and art activities. (KM)