This article discusses research that employed practice-led and action research methods to study the tacit knowledge of painting practice and its application to teaching. Polanyi's theory of tacit knowledge is used to analyse the non-verbal, experience-based knowledge of painting to construct a discursive relationship between the dual practices of…

This article describes how the author exposes her students to the world of Jackson Pollock, the artist who brings to mind dripping, meandering, splashing puddles of paint. Pollock's action paintings of the late 1940s-'50s call out for unfettered movement, fluidity, and freedom of application. Is it even possible to capture the action, rhythm and…

The interest and atmosphere generated during the mural painting produced a class cohesiveness and cooperation that could never be achieved in more individual projects. (Author)

Teacher discusses how string pictures can stimulate a student's creative imagination and perception. (GB)

Describes an assignment that was used in an advanced drawing class in which the students created self-portraits, breaking up their images using planes and angles to suggest their bone structure. Explains that the students also had to include three realistic portions in their drawings. (CMK)

Describes an art project in which fourth-grade students create three-dimensional castles out of papier-mache. Explains that the students created paintings of their castles before they created the three-dimensional castles. Discusses in detail the process of creating the castles. (CMK)

Describes an art lesson where students used watercolors to paint a flower bouquet arranged in a vase. Explains that the students viewed examples of flower bouquets by artists such as Vincent van Gogh and Odilon Redon. Discusses, in detail, the process of creating the artworks. (CMK)

Describes a watercolor lesson based on autumn leaves. Discusses the process, including but not limited to initial thumbnail sketches, how to start the paintings, and how to paint actual leaves onto the preliminary surface treatment. (CMK)

Presents a lesson where the students painted water scenes instead of creating traditional landscapes featuring houses, trees, and mountains. States that the students developed their composition and painting skills along with increasing their sense of beauty and imaginations. Discusses the process of creating the waterscapes in detail. (CMK)

Presents an art assignment for beginning painting students in which they paint a self-portrait in the style of the German expressionists and intimate the mood through colors. Explains that the students viewed color reproductions of work by German expressionists and aspects of art history related to the German expressionists. (CMK)

Describes an art assignment used in an oil painting class in which the students create a nonrepresentational painting using acrylic paint. Explains that the second stage of the assignment involves students in finding a face in this first painting and using oils to create the face on top of the original artwork. (CMK)

Presents an art lesson used with sixth-grade students in which they painted their school mascot (a tiger) in the style of a famous artist. Explains that students selected an artist, such as Andrew Wyeth or Edvard Munch. Describes how the students created their tigers. (CMK)