This paper engages with Guattari's query about, how to make a classroom operate like a work of art? Guattari's question is not intended to be prescriptive or dogmatic. Rather, his thinking engenders a way of thinking about art as an affective event that has the capacity to invent new relations and new ways of learning. In the first section, we…

Following a "building code" specified by their art teacher, sixth-graders designed and built cardboard townhouses to serve as permanent hallway decorations in their school. This article is one of four in this issue describing elementary level mural projects. (SJL)

Relates the experience of sixth-grade students who created a mural of the rain forest on a school wall. Describes the process of choosing a theme, researching the theme, designing the composition, and painting the mural. Uses the team approach to foster cooperation and peer learning during the project. (DSK)

Describes a year-long project which combined the curricula of a language arts class, a library skills class, and an art class as 3 teachers and 163 sixth-grade students designed and created a 58-foot mural depicting the Dewey Decimal System. Notes that the mural adorns the school library and assists library users in locating the volumes they seek.…

Chronicles how the author first used creative drama in a summer reading program with first graders, and then over the years developed a much broader understanding of how drama is an important teaching tool. Describes writing "scaffolded" plays with sixth-grade students. Discusses implications for language arts teachers. Describes her annual…

Describes two sixth-grade lessons on the work of M. C. Escher: (1) the first lesson instructs students on tessellations, or tiles that interlock in a repeated pattern; (2) the second lesson explores Escher's drawings of transitions from two- to three-dimensional space. (DSK)