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Tesfagiorgis, Frieda High – Sage: A Scholarly Journal on Black Women, 1987
Afrofemcentrism--Afro-female-centered consciousness in the visual arts--has found its ideological and aesthetic fruition in the sculpture of Elizabeth Catlett and Faith Ringgold. They depict Black women's realities and portray Black women as primary, active, and real-typed. (BJV)
Descriptors: Afrocentrism, Art, Art Expression, Art History
Goldman, Shifra M. – Aztlan--International Journal of Chicano Studies Research, 1982
Traces the history of Mexican muralism (1920s to 1970s) as an art of advocacy intended to change consciousness and promote political action; shows how it can still be used in an educative manner in schools. Emphasizes the effects of three great muralists (Diego Rivera, Jose Clemente Orozco, and David Alfaro Siqueiros). (LC)
Descriptors: Advocacy, Art Education, Art Expression, Art History

Bishara, Monica – School Arts, 1990
Shows how high school students used foam carpet padding to create forms for still-life drawing. Discusses learning to progress from simple-line drawing to a three-dimensional image. Identifies the drawing of shadows, and extreme light and dark values, as points that need to be emphasized repeatedly. (KM)
Descriptors: Art Activities, Art Appreciation, Art Education, Art Expression

Taylor, Cynthia – School Arts, 1991
Describes a game designed to motivate students to conduct art historical research. Required students to find artists who created art in four different ways, realistically, intellectually, emotionally, and spiritually. Students chose ways to take collected data and work cooperatively to create a mural. (KM)
Descriptors: Art Activities, Art Appreciation, Art Criticism, Art Education
Hubbard, Guy – Arts & Activities, 1998
Justifies examining still-life pictures of flowers to provide students with an opportunity to learn how one distinguishes between deeply artistic pictures full of emotion and pictures lacking this quality. Claims that students will develop their own artistic expression. Offers pictures by Diego Rivera, Watanabe Shiko, Consuelo Kanaga, and Rachel…
Descriptors: Aesthetic Values, Art Appreciation, Art Education, Art Expression
Gamble, Harriet – Arts & Activities, 1998
Presents a lesson where students make faux Chinese bronze vessels through slab or coil clay construction after they learn about the history, function, and design of these vessels. Utilizes a variety of glaze finishes in order to give the vessels an aged look. Gives detailed guidelines for creating the vessels. (CMK)
Descriptors: Art Expression, Art History, Art Products, Ceramics
Basso, Robert – Arts & Activities, 1998
Presents a lesson plan that enabled students to create their own portraits in the style of Pablo Picasso; students utilized their initial collages/drawings, enlarging them with an overhead projector, to paint their final products using oil pastels. Indicates the students also learned about the different "periods" of Picasso's artistic…
Descriptors: Art Education, Art Expression, Art History, Collage
Sartorius, Tara Cady – Arts & Activities, 2000
Describes the work of art titled "Aftermath" by Michael Olszewski, who has described it as the aftermath of intense anger. Includes background information on Olszewski. Includes activities in science and chemistry, art history, social studies/psychology, mathematics, visual arts, and language arts. (CMK)
Descriptors: Art Education, Art Expression, Art History, Art Products
LaDuke, Betty – Sage: A Scholarly Journal on Black Women, 1987
Chronicles the personal and professional life of Lois Mailou Jones, a Black woman painter who blends Western and non-Western aesthetic traditions in her art. The influences of Haitian and African native traditions on her work are discussed. (BJV)
Descriptors: Art, Art Expression, Art History, Artists

Henderson, Anne; Wilson, Mary Ellen – Art Education, 1995
Provides instructional strategies and materials designed to introduce students to Spanish art. Includes four lesson plans with student objectives, background information, and step-by-step instructional procedures. Also includes four full-page color reproductions of paintings by Murillo, Picasso, El Greco, and de Goya. (CFR)
Descriptors: Art Activities, Art Education, Art Expression, Art History

Niceley, H. T. – School Arts, 1990
Describes and illustrates "Christina's World" by Andrew Wyeth. Provides background information on Wyeth's life and compares "Christina's World" to Wyeth's "Siri." Suggests activities to help all levels of art students understand use of color, mood, and composition. Introduces related activities designed specifically…
Descriptors: Art Activities, Art Appreciation, Art Criticism, Art Education

Koontz, Joanne; Terry, Teresa – School Arts, 1990
Describes the creation of a traveling art museum to expose elementary and middle school children to contemporary art. Maintains that this is a sound way to build school and community support for art education in general. (KM)
Descriptors: Art Appreciation, Art Criticism, Art Education, Art Expression
Turner, Dianne – Arts & Activities, 2000
Provides background information on Rene Magritte and his work. Offers an activity in which elementary and middle school students can learn about Magritte's sky and silhouette series of painted wine bottles. Explains that the lesson should be used when students are learning about poetry in language arts classes. (CMK)
Descriptors: Art Education, Art Expression, Art History, Art Materials
Art Education: A Critical Necessity. Disciplines in Art Education: Contexts of Understanding Series.
Levi, Albert William; Smith, Ralph A. – 1991
This introductory volume of the five-part series, "Disciplines in Art Education: Contexts of Understanding," provides a philosophical rationale for the idea of discipline-based art education. The idea models humanistic fundamentals by answering the basic human needs to communicate and share experiences with others (art making), find a place in…
Descriptors: Aesthetic Education, Art Criticism, Art Education, Art Expression
Lebryk, Ann L. – 1988
For art to become a discipline of study in the schools, art programs should be structured in ways that benefit the majority of students, not just a talented few, and must contain substantive content sequenced across all grade levels in a written curriculum. The development of discipline-based art education started in 1965 with the Pennsylvania…
Descriptors: Aesthetic Education, Art Education, Art Expression, Art History