This resource book for elementary school teachers is designed to supply art projects which can be used alone or to reinforce lessons in other academic subjects. The 25 projects have been created, researched, adapted, and used in the Department of Education of The High Museum of Art (Georgia) since 1968. Descriptions of each project provide: (1)…

Visual art in grades K-12 and in special education classrooms is covered in this Alabama course of study. Containing six sections, the first section of this study is an introduction that presents a rationale for art in the school curriculum; discusses characteristics of a good school art program; and provides information about time and scheduling…

Conducted for leaders in recreational facilities for the elderly, this seminar concentrated on how to revive, stimulate, or develop older people's capacity for emotional satisfaction through the arts, including theater, music, films, dance, and the visual arts. Ideas on program planning and locating and choosing cultural resources were also…

This guide offers teaching suggestions for introducing young children to the pleasure of handling clay, for guiding third and fourth grade children in shaping clay into many forms, and for instructing fifth and sixth grade children in the molding, glazing and firing of clay. Sections for each grade (K-6) include discussions of (1) materials and…

This lesson plan presents activities designed to enrich students' understanding of a literary work through careful reading and analysis of selected key scenes; to have students recognize how arts media can be integrated into literature studies; to acquaint students with masterpieces of world art; and to reinforce learning through the use of…

Seeks to clarify why drawing traditionally holds a central place in the art school program. Outlines what is meant by the Renaissance concept of drawing and how the role of drawing has changed over the centuries. (KM)

Recounts one teacher's use of art in the poetry-writing classroom, and suggests that its success stems from the following elements: schemata for seeing, experience with poetry, individual choice of art and poetic form, an encouraging environment, time to look and think and feel, and a powerful subject. (SR)

Describes how, in an American literature survey class, the characteristics of literary periods are underscored by seeing them reflected in contemporary visual arts, via a creative writing assignment, and by cooperating with the local museum. (SR)

Describes how creative book craft can be used to teach art history and appreciation, creative visual experience, and writing opportunities for all students. Outlines how students can create decorative papers and bind them into personal folders. (KM)

Recommends using an activity-based approach to art history similar to that of the "new social studies" movement of the 1960s. Provides suggestions for activities related to art criticism, style, and inductive learning. Concludes that student activities can help integrate art history and studio art in art education programs. (CFR)

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)

Contends that art therapy promotes mental health beyond diagnosing and treating illness. Outlines four overlapping ways that art contributes to mental health: (1) giving people a sense of identity and place; (2) conferring status; (3) expanding and directing thought processes; and (4) utilizing the security of the rhythmic "takeover"…

Provides a guide to a first-grade teacher's methods of teaching art appreciation. She began a weekly art appreciation study integrated across the curriculum that heightened students' awareness and critical-thinking skills and enhanced their creativity by allowing them to view and respond to art and then create their own. (SM)

Guidelines are offered for implementing an art education program fostering art knowledge, art appreciation, and personal creativity. Six chapters cover goals, content, curriculum planning, resources, evaluation and administration. Chapter 1 identifies 5 objectives of art education--perceptual awareness, values development, creative development,…

Eighteen scholars, representing classroom teachers, museum educators, and higher education faculty were invited to prepare papers on the topic of aesthetics and art criticism in the classroom. The papers included are: "Signs Visual and Verbal" (Mary Wiseman); "Role-playing the Aesthetician in Art Education" (Robert Russell); "Is Teaching…