Presents an activity in which elementary students reproduce the artwork, "The Goldfish Bowl," that was originally created by Henri Matisse. Explains that the students utilize the same art technique that Matisse used: decoupage. Discusses the process of creating the artwork in detail. (CMK)

Art historians are saying that while art outside the mainstream challenges many usual assumptions about art history, more attention should be given to nontraditional art genres such as graffiti, folk art, children's art, prehistoric cave paintings, and the art of the insane. (MSE)

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 art programs that were given at several elementary Australian schools focusing on Christmas and Easter. Explains that the programs are based on the accounts of the birth and death of Jesus given in the Bible. States that the programs integrate studio art, art criticism, and art history. (CMK)

Describes the history of the Chautauqua Industrial Art Desk, a teaching machine that was created around 1913, and the two teaching guides, "The Home Teacher" and "Child Life," that accompany the desk. Explains that the desk was a response to the industrialization and urbanization of society in the early twentieth-century. (CMK)

Students learned to produce pottery using the coiling and surface decoration techniques of the Pueblo peoples of the American Southwest. In doing so they learned about working within the aesthetic confines of an unfamiliar culture. The history of Southwestern pottery is also covered briefly. (IS)

Describes objects from everyday life and analyzes artworks by four contemporary artists whose works make use of familiar objects (Louise Nevelson, Claes Oldenburg, Mitchell Syrop, and Betye Sarr). Divides lesson into four steps: (1) discussing everyday objects; (2) viewing artworks; (3) studying artists; and (4) class activities related to the…

This book brings together British and U.S. contributions to the debate of a critical studies approach to art and design education. The approach links practice and appreciation. But critical differences exist in definitions of the term design, with the U.S. recognition of design as the use of principles and elements of art in works and a British…