During spring, 2005 The University of Montana, Department of Drama/Dance successfully piloted a small ArtsBridge Program through a new service-learning course for advanced dance and drama students. This article describes the process of setting up the university-public school partnership; describes challenges to faculty, staff, scholars and host…

A 3 year project to develop model inservice arts education training for those working with handicapped children and youth is described. Planning, design, and evaluation aspects are briefly considered. Accomplishments are listed for each of three years, and include a literature search, competency survey, newsletter, conferences, resource manuals, a…

The article describes the special arts program offered each summer to hearing impaired students (6-18 years old) by the Cornish Institute of Allied Arts in Seattle, Washington. (SBH)

Argues that social science areas of anthropology and sociology should be incorporated into theory of discipline-based art education (DBAE). Questions recent art-related theory that focuses only on DBAE. Urges sociology of art along with traditional disciplines of DBAE to become more diverse in order to enjoy art to its fullest. (BR)

This article examines the purposes of art education. It contends that the spontaneity, novelty, and self-expression characteristic of the child-art period leaves most people with little or no understanding of art. Concludes that the new "art appreciation" approach must be examined to ensure that it meets its goals. (Author/BSR)

A student arts festival that involved elementary and secondary students in drawing with chalk on a city block in New York City is described. Portraiture, cartoons, landscapes, abstractions, and inventive personal logos filled the huge canvas of the street in a virtual smorgasbord. (RM)

Presents two art lessons, the first of which introduces elementary students to Dutch still life painting and to the Dutch painter Claesz. The second lesson introduces intermediate grade students to still life as a subject for painting and to the possibility of personal interpretation by an artist, as shown in an O'Keefe painting. (RM)

Discusses the importance of both sides of the brain for the development of drawing skills but notes that the left brain can inhibit the action of the right brain. Provides a discussion of cerebral lateralization and child development. Suggests five drawing exercises to help develop hemispheric cooperation. (SB)

Presents the Kinetic Drawing System as a logical integration of the Kinetic Family Drawing and Kinetic School Drawing techniques. Reviews the literature of these two projective techniques and provides a rationale and process toward their combination into a single approach. (LLL)

Stereoscopes can be used to teach visual art students the process of eye accommodations. A classroom activity is described. (RM)

Art activities, three for elementary students and one for secondary students, are described. Elementary students develop an autobiobox (a visual autobiography in a container), learn to draw trees in a meaningful way, and do human figure drawing; secondary students study and duplicate cast shadows. (RM)

In 1967, the National Art Education Association published an official position statement, "The Essentials of a Quality School Art Program," intended for use by individuals and groups responsible for elementary and secondary school art programs in the United States. This updated version presents, as nearly as possible, a consensus of…

This report identifies how involvement with the arts provides unparalleled opportunities for learning that enables young people to reach for and attain higher levels of achievement. The research provides examples of and evidence why the arts should be more widely recognized for their current and potential contributions to the improvement of U.S.…

There is a natural progression from making single objects to creating sculpture. By modeling the forms of objects like funnels and light bulbs, students become aware of the quality of curves and the edges of angles. Sculptural form in architecture can be understood as consistency in the forms. (CS)