Young Artists is the annual exhibition of student art work from the Philadelphia, Pennsylvania, public schools, which is displayed from late May to early September in the museum of the Philadelphia Civic Center. The program is described and some of the winning artwork is reproduced. (RM)

Too much stress on technical procedure in a ceramics class can inhibit elementary students' free inquiry. It should be remembered that ceramics is a form of visual art and that art is a form of expression. Teachers must help students express themselves. (RM)

As an example of the insights into creativity and cultural influences which may be gained by analyzing children's spontaneous play, the authors present a case study from Jamaica, where they observed young boys making their own toy trucks. (SJL)

Describes the artist-in-residence program of the San Diego, California schools and the Maxwell H. Gluck Foundation. This program which serves over 100 schools of many cultures is making its mark on the landscape in the form of site-specific sculptures, earth works, and community-oriented murals. (KM)

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 how artist Betye Saar collects technological debris that she manipulates to create her artwork. Compares her work with African art which has a long history of transforming materials from the environment into symbols and objects. Suggests activities for students to create art with debris from their environment. (KM)

Describes the origins of the Peruvian Nazca Indians double-spouted jugs. Provides a lesson plan so students can create their own double-spouted jugs. (KM)

Outlines the steps involved in constructing an art gallery in an arts magnet school for middle school students. The work in the classrooms echoes the themes selected for exhibitions. Describes how teachers, parents, and students are actively involved in the creation and maintenance of the gallery. (KM)

Describes a motivating activity for drawing still-life. States that students did contour drawings with markers and then layers of color tissue were used for enhancement. Students learned to appreciate the accidental variations caused by the materials. Concludes that this lesson increased students' motivation for contour drawing. Identifies…

Describes how art history and art criticism in the art curriculum benefit Trainable Mentally Retarded (TMR) students. Shows how these students enjoy looking at and talking about art and maintains that the experience will be successful if the requirements are kept basic. Outlines objectives that incorporate art history and criticism into the TMR…

Develops a multimedia approach for teaching color theory suitable for grade four through adult. Students select the hue, value, and degree of translucence they wish to work with and through a combination of crayon work and tissue collage, create a multicolored plaid. Outlines materials, art concepts, and process involved. (KM)

Examines how discipline based art education (DBAE) has affected the teaching of art to exceptional children. Argues that balance must be maintained between self-expression and academic rigor. Recommends using reproductions of artistic works as visual motivational aids. (KM)