In this article, the author examines how art educators can create narrators of art history rather than those who ascribe truth to the opinion of a few. She presents a series of tangible classroom activities that will potentially help art history become meaningful to students' lives. The author states that students have a right to access art…

In this article, the author describes a lesson he created for his second-grade classes which was inspired by the children's book, "Why is Blue Dog Blue?", by George Rodrigue. In this lesson, the students make associations between places, food and events to determine the color of their dogs. (Contains 3 resources.)

Many people have seen "The Kiss" (1907-08), an iconic artwork by Austrian Symbolist Gustav Klimt (1862-1918), but know little about its background. Since its creation, the sensual subject matter and lush golden patterns have been this culture's example of romantic love. The painting exemplifies Klimt's brand of Art Nouveau. Acceptance often eluded…

Discusses a six-week art program developed for kindergarten students where they learn about various artists with a focus on the work of Friedensreich Hundertwasser. Describes an art project where the students create collages in the style of Hundertwasser using the watercolor-resist technique. (CMK)

Presents a fifth-grade art history lesson that begins with discussion about a group of Canadian artists called the Group of Seven. Explains that the students create their own landscapes following an activity on warm and cool colors. (CMK)

Describes a lesson plan designed for first- through fifth-grade students in which they made their own impressionist-style artworks. Explains that the lesson was introduced with a discussion on Claude Monet, his many art prints, and the impressionist genre. Explores the differences between things of nature and man-made objects. Notes materials and…

Maintains that the study of art history should be learning about all forms of art work from every culture and relating it to the present. Describes how one art teacher uses puppetry to actively involve students in art history. Recommends that teachers look to the great teachers and their own teaching for such lessons. (KM)

Describes how children six years and older can create plaster friezes. Children were first shown examples and then drew plans before creating their own friezes. (KM)

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)

Describes a relief printmaking unit for sixth graders with the objective of decorating the inside of a pyramid. Ancient Egyptian imagery was used to help students become familiar with the style. Students designed and printed linoleum prints in different colors. They then critiqued their work and made their selection for the pyramid. (KM)

Describes the origins of the Peruvian Nazca Indians double-spouted jugs. Provides a lesson plan so students can create their own double-spouted jugs. (KM)

Discusses how students can examine artists' use of clothing to express ideas about cultural values, lifestyle, and design. Features four, culturally different, artworks from the Art Institute of Chicago. Outlines instructional methods for discussion, creative writing, and art production. (KM)

Recommends the use of visual art games to organize learning for short time periods. Outlines strategies for seven visual art games adaptable for most age and skill levels. Based on familiar games such as "I-Spy" or "Bingo," these activities deal with artistic terms or concepts, artists, artworks, and art history. (LS)

Recommends the use of visual art games to introduce art units and stimulate student interest. Outlines strategies for 10 visual art games adaptable for most age and skill levels. Based on familiar games such as "tic-tac-toe" or "hangman," these activities deal with artists, artistic skills or concepts, and art history. (LS)

Traces the evolution of attitudes toward children's art in relation to ideas about childhood and aesthetics prevalent during the 19th and early 20th century. Examines values and attitudes implicit in current controversies in art education. (GEA)