In this article, the author examines how art educators can create narrators of art history rather than those who ascribe truth to the opinion of a few. She presents a series of tangible classroom activities that will potentially help art history become meaningful to students' lives. The author states that students have a right to access art…

In this article, the author describes a lesson he created for his second-grade classes which was inspired by the children's book, "Why is Blue Dog Blue?", by George Rodrigue. In this lesson, the students make associations between places, food and events to determine the color of their dogs. (Contains 3 resources.)

Gives instructions for student art projects inspired by the work of five famous artists: Pablo Picasso, Alexander Calder, Henri Matisse, Jackson Pollock, and Michelangelo. Directions for making art smocks and a display kiosk are also included. (ME)

Identifies and responds to criticisms of discipline-based art education (DBAE). Shows how it is an all-inclusive program that responds to the needs of all students. Analyzes factors that relate to self-esteem and demonstrates how DBAE enhances it. Describes a typical lesson and case studies to support this argument. (KM)

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)

Reviews Natalie Robinson Cole's contribution to the field of art education by contrasting her philosophies with those of other art educators. Compares her teaching style with Viennese art educator, Franz Cizek. Concludes that Cole's life and work can be examined within as many frames for understanding as can be devised. (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)

Examines studies, especially those of Viktor Lowenfeld, which suggest that coloring books are harmful to the creative expression of children. Proposes an alternative hypothesis that views coloring books as useful teaching tools to help children understand and appreciate art. Calls for further research into the issue. (KM)

Describes a relief printmaking unit for sixth graders with the objective of decorating the inside of a pyramid. Ancient Egyptian imagery was used to help students become familiar with the style. Students designed and printed linoleum prints in different colors. They then critiqued their work and made their selection for the pyramid. (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)

This paper first gives a historical overview of mosaics, discussing mosaic masks made by the Aztecs and floor mosaics made by the Greeks, as well as the Roman mosaics at Pompeii and the Byzantine decorative mosaics exemplified by those at Ravenna. The paper then elaborates on children's mosaic making observed during research conducted between 1986…

Outlines three methods of introducing original paintings to young children: narratives, finding a consensus, and building on a shared experience. Analyzes the childrens' verbal and artistic responses. (KM)

Describes how students selected a famous artist for every letter of the alphabet. Using Gothic style letters, each student drew or painted in the style of their artists within the outlines of their letter. (KM)

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)

Discusses how students can examine artists' use of clothing to express ideas about cultural values, lifestyle, and design. Features four, culturally different, artworks from the Art Institute of Chicago. Outlines instructional methods for discussion, creative writing, and art production. (KM)