One of the fifth-grade art-curriculum objectives is to create a relief print. In this era of budget cuts, the author was looking for a way for her students to meet this objective by making colorful prints without using a lot of expensive printing ink. She knew she wanted to use a rainforest animal theme, as well as share the colorful art of Henri…

To be effective and relevant in twenty-first-century learning, art needs to be more inclusive. In this article, the author discusses how teachers can find a good example in Leonardo da Vinci for building an art program. His art, design, and curiosity are the perfect foundation for any art program, at any level. (Contains 3 resources and 3 online…

The paper, one in a series of instructional units for gifted students, concentrates on contempory art with an emphasis on developing abstract thinking and creative problem solving at a higher cognitive level. An introductory section reviews basic program concepts and briefly describes the use of such procedures as open-ended discussion, guest…

Three approaches that teachers can use to incorporate related ideas into art history courses are discussed. They are parallelism, or the analogous developments in other spheres of study; the elucidation of the credo of a famous personage whose image has been perpetuated through art; and etymology. (RM)

This document is a catalog of fine art reproductions that can be purchased from a commercial vendor for educational and other uses. It contains more than 900 images of paintings and drawings from major epochs in the history of Western art. A selection of Asian, African, and American Indian art exemplars are also included. The color images, shown…

This reference guide contains a descriptive critique of each of more than 900 images of paintings and drawings presented in "The Shorewood Collection." This guide is intended to be used as a reference tool in conjunction with Shorewood's art educational programs, which range from grade levels K through 12. Master works from major epochs in the…

Defines art history by examining visual and contextual information and distinguishes between the fine and applied arts. Discusses scientific neutrality and the personal and social uses of art. Concludes that it is impossible for art historians to be truly objective, but this should not be problematic because art historians interpret art works for…

Questions the use of professional artists as appropriate role models for students learning about art making in the classroom. Examines a biography of one artist and reviews research on the psychological and social circumstances that facilitate art production. Suggests that the creation of those circumstances in the classroom would be complicated.…

Line, shape, color and texture have always been the universal components of visual expression. Together these elements form a visual language. This packet is designed to be used as part of the Thematic Tour "First Look" offered by the Georgia Department of Education. The material explores some of the ways people use pictorial language;…

Proceedings of a conference on art history, art criticism, studio art, and aesthetics are presented. An overview entitled "For a New Beginning" outlines Pennsylvania's new curriculum requirements and their relationship to art education. Listings follow which cover Pennsylvania's goals of quality education and arts and humanities objectives…

Compares Oskar Kokoschka's teaching practices with American Progressive Education literature. Observes that the latter stresses the need for practicing artists to teach in the schools. Evaluates the strengths and weaknesses of the artist-in-the-classroom concept revealed in light of Kokoschka's practices. (KM)

Presents four classroom lessons designed for elementary and secondary students based on paintings in the Amon Carter Museum in Fort Worth, Texas. Provides an overall goal, specific objectives, background of the painting, and suggestions for discussion and activities for each painting. Includes full-page color prints of each painting. (CFR)

Discusses formalist/universalist, personal response/ antiformalist, and pluralist approaches to aesthetics. Recommends using a pluralist approach because it accounts for the aesthetic principles of non-Western art forms. Discusses pluralism in art education and how the criteria of Western aesthetics are now being challenged by art educators. (KM)

This document consists of two teaching manuals designed to accompany a commercially-available "multicultural, interdisciplinary video program," consisting of four still videotape programs (72 minutes, 226 frames), one teaching poster, and these two manuals. "Teacher's Manual: Ancient Greek Architecture" covers: "Ancient…

This teaching guide introduces students to early 20th century European and American art. Through critically viewing and discussing art images and participating in related activities, students are encouraged to explore the historical and cultural context within which the art was created. This guide includes background information and an overview…