The author describes a lesson she did on abstract art with her high school art classes. She passed out a required step-by-step outline of the project process. She asked each of them to look at abstract art. They were to list five or six abstract artists they thought were interesting, narrow their list down to the one most personally intriguing,…

Describes an art project in which cooperative learning groups created a ceramic slab puzzle. Students worked together on the overall design of the puzzle, though each piece was designed individually. The need to maintain accurate fitting of puzzle pieces as they dried encouraged positive behavior changes in most students. (LS)

Shows how a visually exciting object--a motorcycle-- motivated middle and high school students to improve their observation and drawing skills. Outlines the drawing and painting assignments and shows illustrations of the students' work. (DB)

Describes a schoolwide parade that was the culminating event of a three-week unit of study into the world of masks by elementary students. Unit emphasized the use of exaggeration, repetition, and symmetry in maskmaking. Provides examples of student work. (DB)

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)

Designs a lesson to help secondary art students overcome the fear of a threatening blank page. Students learned proportional enlargement, how to evaluate objectively, and gained experience with visual balance. Displays three examples of student's artwork generated by geometric design problems. (DB)

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…

The Aztec calendar had a different god representing each month of the year. This color-by-number book illustrates each god and gives its name and the month it represents in Spanish. Each part of the god is numbered from 1 to 20 with a color corresponding to each number. (NQ)

The animal rhymes are written in Spanish and dittoed on white card stock, ready for coloring and use. The rhyme, together with a basic vocabulary and pronunciation difficulties for English-speakers, is printed on the back of each picture so that the cards may be shown and read at the same time. Rhymes are about a butterfly, frog, cow, fish, cat,…

To build public support for art education, the conference chairperson from the Portland (Oregon) Public School's Board of Education invited Portland students to provide table decorations for a banquet to be held at the board's annual state conference. A portrait sculpture inspired by Picasso's work was the result. (RM)

This special section presents Christmas and Hanukkah holiday activities and describes decorations and gifts that children can make. Other seasonal ideas include a Christmas luau dance, a magic Christmas tree, and Christmas and Hanukkah games and stories. (PP)

Describes a school-wide project in which elementary students beautified their school walls with murals of their own design. This article is one of four in this issue on elementary school mural projects. (SJL)

Third- and fourth-grade volunteers created two large murals at Nishuane Elementary School. This article is one of four in this issue on elementary mural projects. (SJL)

The development of a muralmaking project during a three-week summer institute in open education in Manhattan is described. Photographs and videotape provide a record to share with teachers and schools who wish to use muralmaking as a curriculum element. Preparation is recounted; participants' logs and community reactions are quoted. (AJ)

Describes a project with mixed ability learners attending Deacon's School (Peterborough, England). The project, which emphasized critical response to the built environment, involved students making "pop up cards" based on firsthand observation of local architecture. Students were encouraged to learn about art and design through reacting,…