Targeting students in grades K-8, Art in Action's program consists of 12 age-appropriate lessons per year led by parent and teacher volunteers. The curriculum is based on historically significant artists and their works of art. Through semi-structured discussions, students examine a variety of masterpieces, learning about the artist as well as…

Targeting students in grades K-8, Art in Action's program consists of 12 age-appropriate lessons per year led by parent and teacher volunteers. The curriculum is based on historically significant artists and their works of art. Through semi-structured discussions, students examine a variety of masterpieces, learning about the artist as well as…

How would you like to put some "Pow!" into your art instruction? A lesson in comic books--history, design, story, and production--can make your classes come alive. The authors present a new approach to using comics to build artistic skills and involve students in art appreciation. Why Comics? Many art teachers have students who say, "I hate art!"…

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)

Reviews Natalie Robinson Cole's contribution to the field of art education by contrasting her philosophies with those of other art educators. Compares her teaching style with Viennese art educator, Franz Cizek. Concludes that Cole's life and work can be examined within as many frames for understanding as can be devised. (KM)

Efforts to renew cultural literacy and reform arts education sponsored by the National Endowment for the Arts and the Getty Center for Education in the Arts suggest fundamental changes relating to the scope of art curricula. The single greatest drawback of existing art curricula and the guides that teachers use is the emphasis on skill development…

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)

Maintains that teachers and artists are alike in that they are communicators, inquirers, required to know themselves, trained to think qualitatively, concerned with technique, and evaluated by their work. Argues that using the model of the teacher as artist is superior to using only technical and quantifiable methods. (CFR)

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)

Discipline-based art education (DBAE) is a movement to incorporate aesthetics, studio production, art history, and art criticism into a curriculum of instruction in the arts. The 10 essays in this book focus on the role of philosophical aesthetics in the discipline of art education. Divided into two parts, part 1 of the book is an attempt to show…

Presents a prospective view of art education by examining the literature of past events. Outlines the three stages of the art education evolutionary process: (1) establishing guidelines for discipline-based art education (DBAE); (2) questioning the assumptions of DBAE by critics; and (3) resolving previously raised issues. (KM)

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…

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)

Explores Robert Henri's philosophy that art making is the inevitable result of reaching a state of heightened awareness. Considers how art teachers can convey this to students. Examines creative feelings, learning characteristics, and teaching strategies. Concludes that teachers' experience of this awareness as artists determines their ability to…

Examines the way first-year public high school students drew the human figure from life, photographs, and copies of master drawings. Finds that the three referents were not significantly different in supplying information to learn specified art elements. Maintains that drawing from life needs to be reexamined. (KM)