This program was developed and implemented to identify, inservice and coach elementary art teachers who did not have pre or post graduate discipline based art education (DBAE) training. The reason this training was important is because the district has written and adopted a kindergarten through twelfth grade DBAE art curriculum. The objectives for…

One strategy used by Project CREATES to enhance the fusion of social studies with the arts was to provide various forms of professional development to artists and teachers (Montgomery, Otto, & Hull, 2007), including seminars, book clubs, and on-site Arts Resource Coaches. The purpose of this study was to describe the role of the coaches as…

Justifies the need for arts specialists in elementary schools. Utilizes the Dallas (Texas) Independent School District (DISD) to illustrate the problems of lacking an arts specialist and provides different alternatives for arts education. Depicts the different groups that are important to the cause of returning arts specialists to the schools.…

Addresses the argument that the arts can empower education reform through two means: (1) teaching all children the arts and (2) teaching the arts as central to all learning. Conveys that by concentrating on aesthetic literacy and the nonuniversality of children's artistic development, arts educators will gain support for teaching the arts in…

Offers a lesson plan using Richard Estes' silkscreen print "Facade" to illustrate for students in grades four to six how artists visually represent the urban environment. Includes suggestions for classroom activities. (AEM)

This book is for art teachers looking for a new approach to the traditional lesson. The projects can be used at most grade levels. While the book's organization is content-centered, it is also strongly student-centered. The lessons are based on the elements and principles of design. New skills and techniques are introduced, and most of the lessons…

Provides a seven-step procedural guide for developing integrated art-social studies lessons using the discipline-based art education model. Explains each of the steps and includes helpful tips. Asserts that following the seven steps of the model assures meaningful teaching and learning of both art and social studies. (DSK)

This bibliography lists curriculum guides in art education published since 1970 in the United States and in the Canadian provinces. All state directors of art were invited through a newsletter announcement to send copies of their guides for inclusion in the listing. Many of the guides are now in the Library of the National Art Education…

Presents innovative arts and crafts ideas including weaving a sculpture, painting living plants, making clay hearts, and heart art for Valentine's Day. (JMB)

How to help elementary art students use form in their work to convey desired feelings is discussed. Awareness of the qualities of form is essential for effective expression. (RM)

Describes the life of artist Vincent Van Gogh, focusing on his painting of his bedroom and noting how that painting can be used to introduce elementary students to perspective drawing and visual storytelling. The article explains how to understand the painting, highlighting Van Gogh's use of bright lighting, pairs and balance, straight lines,…

Based on concepts of discipline-based art education, this instructional resource presents art experiences which use a variety of media to integrate art across the curriculum. Basic concepts of art are introduced in the first five lessons. The remaining 14 lessons are aimed at developing knowledge and skill bases in art processes, skills, media,…

These activity/workbooks use drawings done in the style of great women artists in order to promote a knowledge of female art history through a variety of educational experiences. Volume 1 and 2 present 26 women artists (one for each letter of the alphabet) that can be used as an entire year's curriculum. Volume 1 features artists whose names begin…