Describes activities of kindergarten through grade-four students in an art classroom that emphasizes expression of creative process along with the product. Explores interconnections between art, thinking, and writing as expressed by a former language arts teacher who transfers her knowledge of language, words, and creative expression to art. (BAC)

Suggests that asking children to color within the lines does not stifle their creativity but is similar to expecting children to stand in line for the bus or write neatly. Proposes that expecting students to color within the lines is establishing a basis of knowledge and control from which they can eventually explore more creative avenues of…

Learning activities that use visual art symbols enhance the creative and artistic potential of gifted and talented students; promote integration of thought and feeling and the development of multiple symbol systems. Proposes combining with Clark's integrative education model to improve the academic success of all American Indian students. (SV)

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)

A work of art documents the artist's perceptions. The conundrum of how to communicate one's perceptions effectively is the foundation of art. Making art in the classroom involves dialogs between artists and themselves, and artists and their audience. An entire class collaborating on a work augments the learning experience. Instructions are given…

Explains how art, a nonverbal form of communication, can ease separation anxiety in young children, allowing them to express issues that are important to them. Gives practical tips for teachers to set up an open art area in the classroom and suggested activities include group puzzles and quilts, homemade books, collage art, and puppets. (ET)

These learning resource units are based on the philosophy and goals for early childhood education which have been established for the school district of Pittsburgh. They are intended to assist teachers in planning for preschool children's educational experience. Activities in the learning resource units should be selected in response to children's…

Guidelines are offered for implementing an art education program fostering art knowledge, art appreciation, and personal creativity. Six chapters cover goals, content, curriculum planning, resources, evaluation and administration. Chapter 1 identifies 5 objectives of art education--perceptual awareness, values development, creative development,…

As part of the National Education Association (NEA) Mastery in Learning Project, faculty and students of the Greasewood/Toyei Consolidated Boarding School developed a booklet of Navajo students' work. The purpose of the booklet is to promote better understanding of the Navajo culture. Navajo culture emphasizes respect for the earth, reverence of…

Using 144 nine- and 10-year-old children from diverse communities with various ethnic and socioeconomic backgrounds, this research project studied evaluation methods related to the development of visual awareness in the field of art education. Three types of visual studies--walking tours, classroom art work, study trips to an art museum--and a…

This secondary level art curriculum guide helps students to individualize visual and plastic arts experience. It is divided into sections on the nature of art, elements of art, and movements and trends in the world of art. Materials direct the teacher toward important events and concepts, useful exercises, and pertinent points for student…

This curriculum guide suggests a flexible program of art for elementary grades. The artwork will reflect the levels of maturity achieved by the students. It is divided into sections on: 1) Developing of Awareness of Self Expression; 2) Organization of the Art Period; 3) Art Materials; 4) Techniques; 5) Motivation; 6) Topics for Motivation; 7)…

Gifted/talented junior high students in a special art program made self-portraits which incorporated both their physical appearance and their personalities, interests, and feelings. To make the students feel more comfortable with the project, photographic accuracy was deemphasized, and an interpretive narrative portrait was stressed. (JDD)

The article describes American University's Laboratory Science and Art Program, an elementary teacher in-service education program which develops and implements a science and art curriculum for blind, deaf, emotionally disturbed, and normal students in a mainstreamed setting in Washington, D.C. (DLS)

Describes how an English teacher and an art teacher collaborated to create a combined curriculum based on interdisciplinary projects for sophomore students at their high school. Describes planning the course and using a theme; gives some examples demonstrating how ideas about interdisciplinarity became realities in classroom practice; and…