Describes six art activities for elementary and secondary art classes. Activities include designing a noise-making machine, the painting of pointillist pictures, drawing street scenes and still life photographs, making visual transparency projections to supplement student art history reports, and doing sketches of popcorn. (AM)

Five articles describe techniques of mural making and mural projects which have been accomplished by elementary and secondary students, including a class of blind and partially sighted children. (SJL)

Argues that drawing in art is a visual, intellectual, and emotional act. Provides suggestions for helping students understand these three perceptions. Discusses the impact on curriculum design in art education. (CFR)

Asserts that aesthetic questions and aesthetic understanding provide the framework for learning in art. Contrasts formalism (the belief that art exists for its own sake) with contextualism (the belief that art is part of a social communication system). Maintains that a balanced art program should incorporate both approaches. (MJP)