Art historians are saying that while art outside the mainstream challenges many usual assumptions about art history, more attention should be given to nontraditional art genres such as graffiti, folk art, children's art, prehistoric cave paintings, and the art of the insane. (MSE)

Ivan Albright's 1929 oil-on-canvas painting called "Into the World There Came a Soul Called Ida" is used as the vehicle for a senior high school art lesson designed to introduce students to symbolism, aesthetic issues, and the formal elements of painting. (JDH)

Proposes redirecting art education courses from narrow, studio-dominated programs to a general education emphasis, incorporating a studio/production component, a knowledge/appreciation component, and a critical/evaluation component, which are interdependent and derived from aspects of art program development commonly known as the productive, the…

Discusses the differences and goals of four areas: (1) art appreciation; (2) art history; (3) art aesthetics; and (4) art criticism. Offers a definition of art appreciation and information on how the view of art appreciation in education has changed over time. (CMK)

Describes an educational program focusing on workshops at the Junior Gallery, a part of the Everhart Museum (Scranton, Pennsylvania). Explains that the museum's collection is integrated with lessons in art appreciation, production, natural history, and other subject areas. (CMK)

Considers the true value of art by outlining a number of factors that determine the price of a painting including the fame of the artist, the time of the artist's death, and the age of the work. Concludes that students should be encouraged to consider the emotional, aesthetic, and intellectual worth rather than the monetary value. (KM)

Presents lesson plans for grades K-3 based on 4 well-known paintings Discusses historical background and cultural impact of the paintings. Provides student activities and assessment suggestions. (CFR)

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)

Discusses a fresco assignment taught during a workshop for an art history class where students created their own fresco paintings. Provides background information on the fresco technique and the materials that are used. Describes the process of creating the frescos and lists the needed materials. (CMK)

Describes a project designed to advertise art history where eighth-grade students painted the classroom door windows throughout their school recreating famous classic paintings from various artists, such as Claude Monet or Vincent van Gogh. Explains that the students learned about different artistic styles and exhibited a great deal of pride in…

The author describes a lesson she did on abstract art with her high school art classes. She passed out a required step-by-step outline of the project process. She asked each of them to look at abstract art. They were to list five or six abstract artists they thought were interesting, narrow their list down to the one most personally intriguing,…

In an introductory section by Michael D. Harris, this resource presents a discussion of aspects and problems in the WEstern study of African Art. This is followed by six lesson plans based on art works from the Fred and Rita Richman Collection of Sub-Saharan Art in the High Museum. The handbook follows Georgia's Quality Core Curriculum and the Ten…

This paper describes a program developed and implemented to increase an elementary school staff's basic knowledge of discipline based art education (DBAE). The target group consisted of one preschool teacher, three kindergarten teachers, three first grade teachers, one second grade teacher, and two third grade teachers. The program consisted of…

The character of art criticism, both how it naturally occurs and how it is academically constructed, is reflective of social and aesthetic value orientations--much as the art object itself has been found to be a clue to the values of the society in which it is practiced, used, and appreciated. The belief that the art object possesses…

The unit is designed for presentation to gifted junior and senior high students interested in aesthetics. The orientation is to familiarize students with a variety of arts pieces while exploring related philosophical ideas. Information provided includes a listing of objectives, materials, and ideas for presentation for the following nine subjects:…