A primary goal of substantive art education is to communicate visually--to decipher art for meaning and to construct meaning through images and objects. Strategies available to engage students are the interdisciplinary activities found in performance, visual and written forms of creative expression, and related disciplines such as ethnography,…

Provides historical information on the artistic movement, surrealism, and discusses influential artists. Presents art activities, information on the life and career of Joseph Cornell, and an analysis of his Surrealist box, "Medici Slot Machine." Includes a reproduction of the "Medici Slot Machine." (CMK)

Provides background information on artist, Georges de la Tour, focusing on his life and career as an artist. Includes student activities for use by art instructors, as well as a reproduction of a La Tour painting, "The Cheat with the Ace of Clubs." Offers a discussion of the painting. (CMK)

Provides background information on Zimbabwean art and sculpture and Harry Chingono, a Zimbabwean sculptor. Includes reproductions of Chingono's sculpture "The King's Secret" and describes it in detail. Offers four ideas for learning activities. (CMK)

Discusses the presence of ordinary people in art. Features four sculptors and examples of their work: (1) "Janitor" by Duane Hanson; (2) "The Red Light" by George Segal; (3) "The Sodbuster" by Luis A. Jimenez; and (4) "The Driller" by Mahonri Young. (CMK)

Discusses the role of the square in art and explains that students can study modern art. Includes background information and artwork by four artists: (1) Richard Anuszkiewicz; (2) Victor Vasarely; (3) Frank Stella; and (4) Bridget Riley. (CMK)

Introduces the "2002-03 Clip and Save Art Prints." Explains that these articles focus on facial expressions. Provides background information on the topic and explains the structure of the articles. Includes three examples of interpretations of facial expressions. (CMK)

Reviews the traditional approach to ceramics education that focuses on studio-based, formalist curriculum and Modernist concerns. Argues for a comprehensive, or contextual, ceramics education in high school classrooms that would include contextual information about ceramic objects. Discusses example ceramic objects by various artists. (CMK)

Discusses federal art projects during the New Deal, providing information on Edgar Britton and the influence of being a New Deal artist on his later work. Discusses the use of Britton's murals, housed at Highland Park High School (Chicago), in the curriculum. Comments on today's public art. (CMK)

Describes a project about narrative in art that combines a study of art history with art reproductions. Explains that the students create before and after pictures on postcards for famous works of art. States that students were asked to choose an artist such as Norman Rockwell, Edward Gorey, or Jonathan Green. (CMK)

Reports on a study of the use of museums by 541 middle and high school art education specialists. Finds that art specialists see the art museum as important to supplement classroom instruction in study work and art history. Includes four tables of data and recommendations for enhancing the use of museums by art educators. (CFR)

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)

Describes an secondary art education course using the principles of discipline-based art education (DBAE). Argues that art production techniques and studio art must be included with the DBAE approach for a successful program. Provides an overview of the course content and teaching methods used in the program. (CFR)

Examines the social, ideological, and cultural forces in colonial United States when plaster casts of Grecian and Roman sculpture were introduced. Describes how they were used in U.S. public schools and art museums to transmit the cultural heritage at the end of the nineteenth century. (KM)

Art education in The Netherlands, which had been dominated by an expressive approach that emphasized creative self-expression, has recently changed its emphasis to reflect a discipline-based approach and the wish for more accountability in art instruction. Final examinations have been produced for secondary art classes, with the testing of art…