A visual arts education promoted through a lens of visual culture fosters the idea that students can influence social change through their artmaking practices (K. Freedman, 2003a). Instructing through this lens is by far harder than teaching simple artmaking techniques. But Alison Aziz, similar to Kerry Freedman, became an art educator because…

This study explores the integration of Peony Porcelain, a traditional Chinese art form renowned for its intricate craftsmanship and cultural significance, into educational applications to enhance cultural art literacy. The primary objective is to investigate the cultural art literacy of Peony Porcelain in educational applications. The research was…

This article presents ways to incorporate the works of artist Edward Hopper in the ELA secondary classroom. Students analyze Hopper's paintings as a text and create their own responses in the form of poetry, short story, photography, and other visual media.

Discusses the potential for cooperation between schools and art museums and examines the use of visual materials in the classroom. Surveys show that teachers normally use nonprint visual materials only to make their classrooms attractive or to illustrate information. Museum experiences can enrich student visual imagery and appreciation of art. (AM)

A small campus of an American university located in Vienna, Austria, which has typically focused on management courses, seeks to introduce a new kind of art program. Planners developed an art major with a sociological emphasis on visual culture. Students are given a chance to explore the images they are bombarded with every day and to gain new…

A group of young children were studied to investigate their ability to sense expressive qualities in art and to respond to verbal clues which describe these qualities. Results are presented. (DF)

Guidelines for talking about art with elementary students are presented. A critical factor in developing children's art talk experiences is an organized, well rounded, and well developed plan that recognizes the differences between talk about student art and more general talk about professional art. (RM)

Past uses of art reproductions in schools and mass media publications are described, along with political, economic, and aesthetic issues raised by such usage. The presentation focuses on concerns associated with present and future educational use of reproductions, whether electronic or some other form. Issues of selectivity and aesthetics are…

The study presented in this article sought to determine if more positive art attitudes, more art knowledge, and higher standards of aesthetic preference might ensue from Blacks studying art examples created by Black artists, rather than those created by White artists. Results confirm the effectiveness of Black exemplars for Blacks' art…

Considers the modes of education that will enable people to choose themselves as open to works of art and the responsibility of art teachers to enhance qualitative awareness, to release imagination, to free people to see, shape, and transform. (Author/RK)

Though reproductions are a necessary teaching tool, they are not substitutes for the original work of art. Through museum visits, students can be provided with the knowledge needed to experience art. By describing, analyzing, and evaluating the works of art, students become aware of the differences between originals and reproductions. (CS)

Discusses the findings of 13 sequential studies done by Project Zero on children's sensitivity to artistic styles. Research indicated that there is a developmental sequence in artistic perception. Young children could learn to identify artistic styles but often had difficulty connecting the original paintings with small reproductions used in…

Maintains that before any real teaching can take place, art teachers must combat "visual fatigue,""media bombardment," and "sensory overload." Describes each of these phenomena and offers practical advice for overcoming their effects. (JDH)

The clustering strategy increased the metaphoric nature of college students' written interpretations for realistic, abstract, and nonobjective paintings. Relaxed attention exercises significantly increased metaphoric interpretations of realistic paintings only. (Author/RM)

The authors review a body of theory and accumulating evidence which suggests that critical study of the arts facilitates the development of cognitive skills, including those essential to reading. (Author/SJL)