In this article, the author examines how art educators can create narrators of art history rather than those who ascribe truth to the opinion of a few. She presents a series of tangible classroom activities that will potentially help art history become meaningful to students' lives. The author states that students have a right to access art…

In this article, the author describes a class project based on the work of contemporary American artist Red Grooms. Grooms is best known for his "sculpto-pictoramas," which are a combination of both painting and sculpture that literally pop off the page or out of the background.

In this article, the author describes a class project wherein preschoolers gained an enriched experience learning art history through engaging in various activities: (1) listening to a storybook; (2) viewing images; (3) doing movement; and (4) producing a masterpiece. The author describes how the children painted their interpretation of Mona Lisa…

In this article, the author describes an interdisciplinary and interactive lesson --"Meet the Artist"--that not only is a great way to introduce elementary school students to art history, but also encompasses writing, research, computer skills and the creation of art.

Points out that the word "style" can mean how an object is designed or how to identify a particular artist, group, culture, or movement. Illustrates four artworks from the Minneapolis Institute of Arts. Provides background information and questions for students to analyze, interpret, and create artwork. (KM)

Presents background material and elementary and secondary activity ideas about minimalist artist and architect Frank Gehry. Focuses on the shapes and materials used in his "Winton Residence Guest House." Elementary activities encourage students to examine line, shape, texture, and scale and dimension. Secondary activities look at…

Presents a lesson plan which uses a "haniwa" figure of a horse to introduce K-3 students to Japanese ceramic sculpture. Includes student objectives and background information on the Kofun Period in Japan (250-552 A.D.). Presents instructional strategies, evaluation criteria, and a photograph of the sculpture. (GEA)

Argues that teachers should replace art history instruction with efforts to build in children a love for beautiful old objects. Suggests that children should be encouraged to examine family treasures and toys and share their discoveries. Describes several suitable classroom games, including tablesetting history, history to wear, and traditional…

Recommends the use of visual art games to organize learning for short time periods. Outlines strategies for seven visual art games adaptable for most age and skill levels. Based on familiar games such as "I-Spy" or "Bingo," these activities deal with artistic terms or concepts, artists, artworks, and art history. (LS)

Recommends the use of visual art games to introduce art units and stimulate student interest. Outlines strategies for 10 visual art games adaptable for most age and skill levels. Based on familiar games such as "tic-tac-toe" or "hangman," these activities deal with artists, artistic skills or concepts, and art history. (LS)

Postulates that students' untutored and unrehearsed verbatim responses to viewing artworks parallel specific schools of thought in aesthetic theory. Middle school students tape recorded their responses to a previous museum visit. Their responses reflected some of the key concepts in expressivism, institutionalism, and formalism. (MJP)

Provides evidence that sixth-grade students are capable of considerable art historical understanding. Suggests that second-grade students are able to incorporate knowledge of individual artists, and some limited historical perspective, in their consideration of artworks. Includes assessment instrument and statistical tables. (MJP)