When fifth-grade students were first introduced to abstract imagery in printmaking, the adjustment from figurative shapes to nonrepresentative forms was difficult for them. To make them more comfortable with the development of abstract ideas and forms, the students' initials were used. (RM)

Fifth-grade students used their bodies to form a design on blueprint paper. The end result was a frieze, which was used to brighten hallways. (RM)

Uses a photograph of Michael Heizer's earthwork sculpture "Double Negative" to encourage students in grades 4-6 to discuss ways in which an artist may communicate ideas by creating ultra-large "landscape sculptures." Provides student objectives, background information on the artwork, instructional strategies, and evaluation criteria. (GEA)

A teacher describes what happened when she discovered that a blind student had been mainstreamed into one of her fifth-grade art classes. (RM)

A fifth-grade class was taught how animated films are made by actually making some. Each cartoon involved four parts: title, artwork, credits, and storyboard. In addition to learning about animation, they had the experience of thinking in logical sequence and of working cooperatively. (CS)

Using Tony Berlant's 1982 collage entitled "I," this lesson introduces students in grades four through six to the variety of materials artists can use when making a collage. (BSR)

A United States teacher visited an art class in a Chinese commune and observed fifth grade students working on line drawings. (AM)

Discusses the integration of art and academics in a fifth-grade instructional unit on Native American culture. Describes how students studied Native American pictographs, designed their own pictographs, made their own tools, and created rock paintings of their pictographs using these tools. Provides a list of references on Native American…

Working in small groups, fifth graders designed and made a ceramic title mural that became a permanent display in the school entryway. The project is described. (RM)

Described is a project which made the study of Black history more real to fifth graders by having them make wire jewelry, smaller versions of the ornate filigreed ironwork produced by slave blacksmiths. (RM)

Presents a lesson on John F. Peto's 1904/1906 painting "A Closet Door." The lesson is intended to introduce students in grades four through six to still life painting. (JDH)

Fifth-grade art students examined Greek artists' drawings on the surfaces of clay vases and wine cups and read Greek mythology. The students then drew their own designs for ceramic pots. (RM)

Provides a lesson to familiarize students in grades four-six with the many ways that artists use the technique of collage. Students observe and discuss ways artists make use of materials other than paint on canvas. Examines how the introduction of foreign materials to a surface affects the illusion of space. (LS)

Explores fifth-graders' ideas about art and economic concepts before and after an integrated art-economics unit. Indicates that students increased their understanding of both sets of concepts, with the economic concepts being learned better. Suggests that this support claims that coupling disciplines can facilitate the deep learning of concepts…

Describes a computer graphics course for children in grades four and five. Presents six projects relating computer graphics with more traditional art activities. (MM)