Maintains that students need to be exposed to different forms of book construction to increase their awareness and conception of books as an art form. Outlines goals, instructional concepts, integrative aspects, and evaluation criteria to help students at all levels design their own books. (KM)

Describes how to create paper cuts and suggests the most appropriate materials for young children that give good quality results. Describes the methods the author, a professional artist, uses to assemble her own paper cuts and how these can be adopted by older students. (KM)

Maintains that, by the time students reach sixth grade, they are tired of painting flowers. By viewing them through the eyes of the artist, Georgia OKeefe, students interests are revived. Students analyzed her methods and then drew and painted their own large scale paintings. (KM)

Examines four works of art, created for public spaces, to help students understand the value of public art in the community. Illustrates work by Claes Oldenburg and Coosje van Bruggen, Siah Armajani, Jackie Ferrara, and Deborah Butterfield. Outlines lesson activities for elementary and secondary students. (KM)

Claims that domestic art or hiddenstream art is not referred to in the art classroom because art teachers have difficulty locating resources. Identifies sources for print and nonprint textiles ranging from local community activities to museum collections. Lists resources for Navajo weaving, African-American quilting, and Amish quilting. (KM)

Including the arts in the curriculum is a tough sell these days. In many districts, budgets have been cut, enrollment has increased, and there are tests to pass--forget about teaching Johnny to paint. But the discipline that many refer to as "the fourth R" may never have been more relevant to students' futures than today. That is because an…

This Pennsylvania state curriculum guide provides a rationale and plan for the inclusion and role of arts education in a K-12 curriculum. Part 1, "Actions of the Arts Process," describes concepts related to the terms art, artists, and the arts process and suggests that students need to experience perceiving, responding, understanding, creating,…

Examines the use of holography in the art technology program of a junior high school. Characterizing holography as a valuable artistic experience and discovery experience and stressing the importance of student interest and involvement, the author discusses the necessary equipment for the project and includes two diagrams of a holographic setup.…

Points out that the word "style" can mean how an object is designed or how to identify a particular artist, group, culture, or movement. Illustrates four artworks from the Minneapolis Institute of Arts. Provides background information and questions for students to analyze, interpret, and create artwork. (KM)

Describes how a second-grade class used large templates to draw and paint five-digit numbers. The lesson integrated artistic knowledge and vocabulary with their mathematics lesson in place value. Students learned how draftspeople use templates, and they studied number paintings by Charles Demuth and Jasper Johns. (KM)

Outlines the life of Henri Matisse and how he created his paper cut-outs, which were reproduced in a book. Discusses the importance of artists' books. Suggests some creative activities for all grades in book making and paper cut-outs that could be worked in conjunction with a language arts program. (KM)

Deals with differences between drawing in art class and in other subjects. Points out that the latter are considered serious learning while learning promoted by art class is often dismissed. Advocates both rational analysis of art and the imaginative extension of such rational art as maps and diagrams to promote visual literacy. (KO)

Appreciating children's art involves considering all work as an expressive form which conveys its own meaning. Characteristics that can be examined include the medium and materials used; the size, shape, colors, and angles present; the subject, scene, idea, or emotion represented; and the nature and origin of the idea for the work. (JW)

Presents a high school art teacher's views of and experiences with masks. Outlines a maskmaking activity in which students were required to create variations on existing masks. Emphasizes use of experimental materials. Displays examples of student-created masks. (DB)

Relates an art project for seventh-grade students that uses the creation of museum bags to study portraiture and the painting styles of famous artists. Explains how students made a bag with a portrait of the artist on one side and a painting by that artist on the other. (DSK)