This art education guide, for use in grades 10-12, is one of a series of guides, K-12, that were developed by teachers to help introduce environmental education into the total curriculum. The guides are supplementary in design, containing a series of episodes (minilessons) that are designed to wake students to sights of beauty and harmony in their…

This guide was created to meet a goal of creating environmental awareness through the use of the arts and developing a viable curriculum that could be used for teacher inservice training or classroom teacher guidance. Information is provided on how teachers can assess their situation, start action about environmental concerns, and use visuals in…

The imminent closing of their school led one school's teachers to design the curriculum for the last six months around the theme of shelter. Activities utilized included thinking and verbalizing about the idea of shelter, building and writing about shelters, building cameras and taking photographs, and going on field trips. (IS)

An institute held at the Philadelphia Museum of Art taught teachers how to look at art, how to use an art museum as a resource, how to use visual arts confidently, and how to integrate the visual arts into classroom subjects. The program's goals, teaching methods, and results are covered. (IS)

Reviews theories on cognition and perception as they relate to language and the arts and presents research supporting an arts-centered curriculum as beneficial to language and reading development. (FL)

Art can make a contribution toward erasing ethnic stereotypes and cultural misunderstandings. Two multicultural art programs operating in British Columbia elementary schools are described. (RM)

The idea of "connecting" is explored in this multimedia educational kit art for elementary schools. The Connecting series features a teacher's manual, six teacher's guides, and three videotapes based on six primary themes. These themes are: "Rhythms and Patterns"; "Change and Transformation"; "The World Our Minds…

The "National Visual Arts Standards" form the basis for providing depth of knowledge and achievement in art for all students throughout their education and for developing effective art programs in all schools throughout the U.S. These standards offer one road map for competence and educational effectiveness, but without casting a mold into which…

This Wisconsin academic standards guide for art and design explains what is meant by academic standards. The guide declares that academic standards specify what students should know and be able to do; what students might be asked to do to give evidence of standards; how well students must perform; and that content, performance, and proficiency…

A five-week summer course which combined art, drama, and language instruction for non-English-speaking children of Indonesian, Vietnamese, and Cambodian backgrounds is described. Serving children from ages 6 to 17, the program encouraged artwork as a basis for conversation and for introducing grammatical concepts. (KC)

Lists examples of paintings, sculpture, music, and literature which lend themselves to science units such as the changing universe, energy, matter, and living things. (CS)

The author, an architect, discusses how architecture can provide sources of content for the curriculum in general and the art program in particular. She views architecture as a way of organizing the built environment, important to understanding history, social sciences, and mathematics as well as art. (KC)

Describes the success of the Academy of Holy Angels' Theater School, which has earned the reputation of producing quality original productions. Discusses aspects of the theater program, including a discussion of the required courses and the ways in which plays are scheduled. Describes the plays that have been produced. (AJL)

Discusses the role of creative arts in developing talent among gifted students. Talent development strategies using the arts are identified. Also describes ways that teachers can support collaboration among the arts and that parents can advocate and foster arts programs. (CR)

Discusses the reasons why the use of integrated curriculum has returned. Examines three ways for integrating the curriculum: (1) connection; (2) correlation; and (3) integration. Addresses how to create a thematic unit where the teacher selects a theme, determines the big questions and discipline-specific questions, and chooses the methods of…