Portrays the spiritual and natural content of Haitian art, illustrates a characteristic cut-metal sculpture, and lists highlights of Haitian art history. Suggests activities for elementary and secondary students designed to help them understand art forms that provide insights into the myths and mysteries of other cultures. (KM)

Explains how elementary students learned art criticism by acquiring a collection of miniature reproductions of artworks, which the students critiqued. Describes how the art specialist worked with the classroom teacher to direct writing activities. Comments on how the teacher managed to acquire the miniature reproduction of artwork. (KM)

Conveys how art history is taught to elementary school students through the Picture Presenter program. Trained volunteers present reproductions of important artworks and illustrate these to students by wearing clothes or using items similar to those in the painting. Describes learning activities and the fundraising that keeps the project…

This document contains selected papers from the 25th annual conference of the International Visual Literacy Association (IVLA). Topics addressed in the papers include the following: visual literacy; graphic information in research and education; evaluation criteria for instructional media; understanding symbols in business presentations;…

This extensive curriculum guide was written in conjunction with the San Diego Arts Festival of Soviet Arts in 1989. It aimed to provide teachers with insights and ideas about arts in the Soviet Union before, during, and after the Arts Festival. A curriculum model is presented at the beginning of the guide to illustrate how the lessons were…

A QUESTIONNAIRE LISTING SEVERAL SPECIFIC AREAS IN ADULT EDUCATION WAS USED TO SURVEY THE EDUCATIONAL NEEDS AND INTERESTS OF A RANDOM SAMPLE OF 246 PART-TIME FARMERS. RESULTS FROM THE 142 RESPONSES WERE INTERPRETED BY THE THREE GROUPINGS OF AGE, EDUCATION, AND FARM INCOME. IT WAS FOUND THAT THE MEDIAN AGE WAS 47.7 YEARS, THE MEDIAN EDUCATIONAL…

Presents four examples of Afro-American art by Augusta Savage, Lenwood Morris, William H. Johnson, and Romare Bearden. Describes their lives and artistic objectives. Suggests study questions and art activities. (KM)

Recreates a lively, informal discussion about art between three high school students and an art education professor. The students discuss their backgrounds, experiences creating art, and art preferences. Includes added commentary by the professor. (MJP)

In their own language, Tewa Pueblo people have no word for art. Pottery, painting, embroidery, dancing, and other "art" forms are not considered separate from life; they are synonymous with work, thoughts, and expressions. In this collection, artwork by the children of Santa Clara, San Ildefonso, San Juan, Pojoaque, and Nambe Pueblos…

This packet was developed to demonstrate for Illinois educators the integration of fine arts with foreign languages and social studies. The model may be adapted for use by instructors of a variety of language, social studies, and fine arts courses. Following a descriptive overview of the fine arts, the packet includes: (1) "Introductory…

The role of higher education in fostering the arts and educating artists is addressed. Currently, the Department of Health, Education, and Welfare focuses on aid to primary and secondary levels, and the National Endowment for the Humanities has not developed programs to support professional training in a specific form or arts education of the…

The primary purpose of this Connecticut state guide is to assist local school districts in developing quality programs in the visual and performing arts: dance, music, theater, and the visual arts. Because the guide presents goals and standards for student learning in the arts, as well as models of quality curriculum, it is also a useful resource…

This curriculum framework presents a philosophy of arts education, synthesizes current research, and sets learning standards for students from kindergarten through 12th grade in the Commonwealth of Massachusetts. The curriculum framework's core concept is that experience in the creative process is essential for all learners, and that, in the arts,…

Describes oral history interviews conducted with artists and writers involved in New Deal arts projects. Describes the collections, analyzing biases and selection factors. Examines participants' attitudes toward government sponsorship of the arts, finding general approval of government patronage. Suggests that these oral histories help document…

Asserts that exposure to high-quality arts performances with accompanying educational experiences enlivens teaching and learning. Maintains that few schools have taken advantage of opportunities provided by arts-presenting institutions. Describes resources from the John F. Kennedy Center for the Performing Arts. (CFR)