Discussed the development of an art heritage program with the objective of accepting historical art as a daily experience of value. (Author/RK)

At Sunset Ridge School in Northfield, Illinois, fourth- and fifth-graders use their new awareness of bicycle safety for developing their drawing and design orientation. (RK)

For three years Hollow Tree School, in Darien, Connecticut, has had a related arts program. The aim of the program was to acquaint children in grades four through six with a variety of crafts and skills. It also provided a two-way mind-stretching experience in which classroom knowledge could be used at home. (Author/RK)

The R.P.C.S. Zoo is comprised of the papier-mache animals made by students of the Roland Park Country School, Baltimore, Maryland. Develops the student's imagination, ability to draw and his individuality as an artist. (Author/RK)

This essay is concerned with the revolutionary changes, both conscious and otherwise, in art values and functions that have been generated by the democratization of art education. The development of art education is considered from this perspective with particular focus on the areas of conflict. (Editor/RK)

This paper was written to explore the role that art can assume in the education of exceptional children, to distinguish between art education and other uses of art, to review some of the existing literature on art for exceptional children, and to make suggestions for the implementation of art programs for exceptional children. (Author/RK)

Describes an art lesson that focuses on the technique "repousse." Explains that the lesson teaches students about art concepts, such as rhythm, repetition, pattern, and design. Discusses in detail how the students use this method and includes materials and learning objectives. (CMK)

Provides information on monoprints, describing the process of creating monoprints, the various uses of monoprints, historical information on monoprints, ideas about variations of this process, and printmaking artists. Includes teaching suggestions and learning objectives. (CMK)

Describes an art lesson for high school students in "Introduction to Art" that focuses on the style of Frank Stella. States that the students chose a theme, such as representational or abstract, and based their "Stella-esque" assemblage on that theme. (CMK)

By focusing on the pleasure to be gained through art and limiting, insofar as possible, the pain inherent in growth in any discipline, we have unwittingly fostered the notion that anyone can teach art and that student art need not strive toward any standard. This demeans art and art teaching. (IS)

Maintains that the American West has fascinated artists for the last 150 years. Presents four lesson plans based on paintings from the Phoenix (Arizona) Art Museum. Includes student objectives, step-by-step instructional procedures, and four full-page color prints of the paintings. (CFR)

Asserts art educators must increase public relations efforts to ensure parents and community understand importance of art education in the general curriculum. Describes a school community relations campaign for an elementary art education program. Includes suggestions for identifying goals for the campaign, meeting the interests of the audience,…

Examines types and functions of useful definitions of art in education. Considers the strengths and limitations of functionalist and proceduralist definitions. Identifies art as a concept operating within a culture; therefore, recommends embracing a variety of definitions to be used in contextually significant ways. (MJP)

Presents four articles that examine the role of art experiences in early childhood education: "Educationally Appropriate Art Activities for Young Children," by Bernard Spodek; "Teachers and Children Together: Constructing New Learning," by Lella Gandini; "Fostering Experiences between Young Children and Clay," by Cathy Weisman Topal; and…