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)

Discusses the role of Montessori education in developing lifelong skills for creativity. Considers self-expression the key to recovering human authenticity and spirit. Urges teachers and parents to develop this inner self in themselves and their children as a barrier against contemporary materialism, hurried life, and alienation caused by…

Discusses the use of perspective, or showing things as the human eye sees them, when creating reflections and transparencies in works of art. Provides examples of artwork using transparency, reflection, and refraction by M. C. Escher, Richard Estes, and Janet Fish to give students an opportunity to learn about these three art techniques. (CMK)

Offers an art activity that provides a balance between structure and an opportunity for students to be creative. Explains that the students begin drawing pictures of a clown through five teacher-directed steps and then the teacher leaves the children with half- finished drawings allowing them to creatively finish them on their own. (CMK)

Asserts that teaching the arts to children will help make appreciation and creativity a way of life and self-education the ultimate goal of education. States that it is important for children to develop a sense of design. Contends that the use of art in teaching content-area subjects is a natural integrated approach to teaching. (VWC)

Discusses an art project in which students created drawings of mop heads. Explains that the approach of drawing was more important than the subject. States that the students used the chiaroscuro technique, used by Rembrandt and Caravaggio, in which light appears out of the darkness. (CMK)

Recent research suggests that the majority of primary school teachers in the UK believe that the purpose of teaching art and design is to develop skills associated with creativity, communication and expression. This article is based on research into the attitudes held by primary school pupils towards making art. The reflective nature of many of…

In recent years the arts have been introduced into many pre-service and in-service professional development programs for general education teachers. At the same time, pressure for immediate test-score improvement and standardization of curriculum has limited the creativity and autonomy of teachers. This study, the qualitative part of a…

Theories and techniques for fostering creativity are described because all students, regardless of intelligence or talent, have artistic ability that should be developed. Four basic visual viewpoints have been identified: the expressive colorist, the hands-on formist, the neat observant designer, and the pattern-oriented draftsperson. These visual…

This paper argues that there is a pressing need to discover, develop, and validate a variety of creative skills and aptitudes among students that are too often undervalued in education and training. The immediate concern is with non-advanced further education in the 16-19 age range. Section One describes the changing context of further education.…

Although computers have become an important part of the secondary education program, they have not been widely adopted in secondary school arts programs. This is due in part to teacher resistance and/or negative attitudes toward the use of computers to teach art. Teacher insecurity and concern for the loss of student creativity are usually based…

Aimed at advancement of the arts through improvement of education for both understanding and production, this long range basic research program dealt primarily with the study of the varieties and interaction of human abilities, the nature of the tasks involved in the several arts, and the available means for inculcating or fostering the abilities…

It is the responsibility of the teachers to make education a creative experience. Education should give children opportunities to create multiple solutions to identical problems, teach children how to formulate questions and problems, and cultivate the ability to experience the world sensitively. (CT)

Discussed are the goals of a unified national art curriculum: (1) developing visual perception, (2) developing visual literacy, (3) helping students discover and use their creativity, (4) teaching students to respond to personal experiences and their environments, and (5) refining skills in used art media. (RM)

Children are born artists, and artistic talent emerges from the interplay of proclivity, cultural enrichment, and nurturance. Intended to demystify art for parents and teachers and to help them understand what the art experience is like for the child or adolescent, this book discusses visual art concepts in simple terms and presents art as a…