Provides historical information on the art technique called marbling. Includes floating paints on water and transferring the patterns formed in the water to paper. Discusses how teachers can teach this technique with materials that fit their budgets. Describes the process in detail. (CMK)

Describes an art project that was used with first grade students in which they learn about Vincent van Gogh's style of painting. Explains that the children learn to create circles and straight lines and how to fill in with color. (CMK)

Describes art curriculum goals for first grade students in the Knob Noster (Missouri) school district where students are expected to learn about mixing primary colors to create secondary colors, to learn about creating patterns in artwork, and to understand art subject matter. Presents an art activity that accomplished these goals. (CMK)

Describes an art lesson where students used watercolors to paint a flower bouquet arranged in a vase. Explains that the students viewed examples of flower bouquets by artists such as Vincent van Gogh and Odilon Redon. Discusses, in detail, the process of creating the artworks. (CMK)

Describes an art activity in which fourth-grade students created Expressionist paintings. Explains that the students selected a newsprint portrait that depicted an emotion and then the students created a picture with the emotion but exaggerating it. Discusses the process in detail. (CMK)

Presents an art activity that enables first-grade students to learn about color mixing by driving toys trucks through paint. Explains that the students created rainbow fish and drew the background with crayons. States that this activity demonstrates how to utilize nontraditional tools or objects when creating art. (CMK)

Explores the similarities between paintings of the abstract expressionists and those of young children. Similarities include total surface coverage, disregard for details, direct application of pigment, disregard for visual perspective, and use of the painting surface as a frontal plane. (CB)

Maintains that, by the time students reach sixth grade, they are tired of painting flowers. By viewing them through the eyes of the artist, Georgia OKeefe, students interests are revived. Students analyzed her methods and then drew and painted their own large scale paintings. (KM)

Illustrates the skill and inspiration of master art teacher, Frank Wachowiak, by presenting three lessons for children: "Fruits and Vegetables" or "Leaves" in crayon resist, "X-ray Trees" in crayon engraving and "Angels or Self-portraits" in tempera. Lessons emphasize the use of patterns and textures, as…

Discusses an activity in which students in an after-school art class drew one another on pieces of 2-by-4 scrap lumber in order to create a class portrait in three dimensions. Stresses that the portraits on the wood blocks were done in-the-round, or each side was covered. (CMK)

Focuses on individualized expression resulting from ideas and skills that have developed over time. Describes how students first drew a group of people, then used values and added background details, and finally enlarged the drawings demonstrating their own ideas. (CMK)

Discusses an art activity where fourth-grade students created backgrounds using melted paraffin and a variety of paints for their cat batik/collage. Explains that after the students created their backgrounds, they assembled their paper cats for the collage using smaller shapes glued together and wax to add texture for fur. (CMK)

Describes an art project in which fifth-grade students create abstracts and collages after exploring artwork of various artists. Explains that this project is perfect as a final activity for the school year and also helps to use up any leftover paint supplies. (CMK)

Describes an activity for third-grade students in which they learn about early American landscape painters, specifically Frederick Church, Thomas Moran, and Albert Bierstadt. Students create natural landscapes, using the basic elements of landscape compositions. Discusses the process. (CMK)

This study extends previous work in the use of descriptive reinforcement procedures to increase productivity of new forms in artwork. Subjects were four kindergarteners who demonstrated an absence of diverse forms in their paintings. Results indicated that form diversity was improved and that the improvement lasted over time. (SJL)