Provides information on papermaking and discusses two methods that students can use. States that papermaking can be a multidisciplinary project, including history and social studies, and a way to teach about recycling. (CMK)

Describes an art assignment used in an oil painting class in which the students create a nonrepresentational painting using acrylic paint. Explains that the second stage of the assignment involves students in finding a face in this first painting and using oils to create the face on top of the original artwork. (CMK)

Describes an art activity in which students draw ribbons (thin watercolor paper that, when torn, will stand up in a curling fashion). Explains in detail the assignment in which students used pencil rendering or charcoal pencil depending on the type of paper used for the assignment. (CMK)

Presents an art lesson used in an advanced high school art class where students used the encaustic painting technique by melting wax and combining various pigments. Explains that the students painted a still-life of flowers in the style of Vincent van Gogh. (CMK)

Describes an art project for high school students in which they create Aboriginal-style paintings using cotton swabs. Discusses the process of creating the works of art in detail. Includes learning objectives, art materials, and a bibliography. (CMK)

Describes an art project that is appropriate for students in fifth through twelfth grade in which they create Gothic-style stained-glass windows. Discusses how college students majoring in elementary education created stained-glass windows. Addresses how to adapt this lesson for younger students. (CMK)

Describes an art project for high school students that combines a still-life drawing with 12 colors of tempera paint colors to teach students about the color wheel. Discusses the process of creating the paintings and the assessment of students. Includes a list of the materials needed. (CMK)

Presents a high school art teacher's views of and experiences with masks. Outlines a maskmaking activity in which students were required to create variations on existing masks. Emphasizes use of experimental materials. Displays examples of student-created masks. (DB)

Describes a self-portrait assignment inspired by the work of Frida Kahlo. Discusses Frida Kahlo's artwork and use of surrealist and symbolist views. States that each student had to incorporate personal symbolism in the portrait to convey a message about him or herself in a subtle manner. (CMK)

Discusses the Surrealist art movement, focusing on creative variations characteristic of Surrealism. Describes the process for a Surrealist portrait lesson, stemming from Rembrandt's "Saskia as Flora," in which students use the technique of oil pastel over a dark tempera-painted ground. (CMK)

Explains that creating color wheels is an appropriate assignment in the art classroom for students of all ages, including high school students, because it still offers older students a challenge. Discusses how students can create color wheels and lists the materials that are needed. (CMK)

Provides information on Leonardo da Vinci, Michelangelo, and Honore Daumier's "Rue Transonian." Describes an art activity in which students in an advanced drawing class reproduce a famous drawing in the same medium as the original, make the composition contemporary, and include themselves in the composition. (CMK)

Describes a project used in a beginning art class. High school students participated in a study of color mixing in which they created their own subtle variations of color. States that the students gain painting experience by blending many color variations. (CMK)

Describes an art project for high school students that incorporates maskmaking with mixed-media. Explains that students choose subjects for their masks, either a fictional character, a famous figure, or a symbol of social commentary. States that the project develops students' creative problem-solving and critical thinking skills. (CMK)

Twelve papers focusing on various aspects of teaching chemistry to the nonchemist are presented. Includes details of courses designed around specific topics and/or needs (such as art hazards), use of field trips, issues related to the problem of explaining technical ideas to lay persons, and other topic areas. (JN)