There is a natural progression from making single objects to creating sculpture. By modeling the forms of objects like funnels and light bulbs, students become aware of the quality of curves and the edges of angles. Sculptural form in architecture can be understood as consistency in the forms. (CS)

Focuses on making the distinction between aesthetics and pragmatics within the realm of design education, particularly architecture. States that aesthetics is typically associated with beauty, while pragmatics is a way to demonstrate that a frank approach has been utilized. (CMK)

Presented are three curriculum sequences about windows that were designed as part of an architectural education course for junior high school students in Ohio. The three units, or "encounters," deal with stained glass, styles of windows, and functions of the window. Each includes student objectives and selected activities. (SJL)

Discusses the importance of developing students' building awareness by exploring logos, or buildings that symbolize a country, to learn about architecture and the cultures in different countries. Explores categories of buildings. Includes examples of logos from around the world. (CMK)

Describes a college course which introduces engineering and business students to abstract art. Students study the relationships between abstract styles in painting and abstract styles in twentieth-century architecture and industrial design. The relevance of abstract design principles is shown by referring students to "Car and Driver"…

Examines postmodernist art and its impact on architecture and visual art in the United States. States that this genre of art has affected dramatically object art, such as furniture design. Contends that postmodernism can be traced through societal and personal histories. (CFR)

Discusses art and design education in Scotland in which art appreciation is seen as the antidote to the limited focus on child-centered creativity. Offers three case studies that illustrate the integrative nature of the curriculum in Scottish schools and the diversity of approaches possible even within a national examination-led system. (CMK)

Symbols of artistic features on architecture employed by people living in Konya in the 13th Century (circa 1258) have been examined to express their philosophy of art and culture. University students who are educated to become art teachers in secondary and high schools living around these architectural inheritances are supposed to have the same…

Brief course descriptions and educational objectives of the art program in grades 9-12, Montgomery County Public Schools, Rockville, Maryland, are provided. Courses are elective and may be grouped into two sequences. Students with broad interests may elect Fundamentals of Art and continue with a series of studio art classes. Students interested in…

Activities and books which parents can use to enhance the art education of their gifted children are recommended. The following topics are included: (1) developing an appreciation of art; (2) developing an understanding of art principles and the ways that great artists used those principles; (3) creating original art; (4) constructing collages;…

Argues that art history should have a more prominent place in primary and secondary education. Suggests promoting art history by (1) ensuring that teachers are knowledgeable in the discipline; (2) studying art history through other disciplines; and (3) exposing students to real artworks, local architecture, and the significance of popular culture.…

Provides illustrations, questions, and vocabulary to enable students to develop visual thinking skills through the study of architecture and its concepts. Seeks to help students gain a critical appreciation of the built environment and learn to use architecural terms and basic design principles to discuss architecture as a visual art form. (KM)

The course on art education, intended for the junior high school art teacher, outlines an art program based on concepts and performance objectives. The major objective is to promote each child's development so that he is not only proficient in measurable skills and knowledge but also a resourceful and creative individual. Suggested teaching…

Defines the environment as both subject and context for art education and art as historical visual record of culture. Recommends that art education should include study of built environments such as schools and public buildings. Describes programs in which students designed and built sidewalks in Oregon and Kentucky. (CFR)