Describes an art activity for first-grade students in which the students draw their own still-life pictures, using teddy bears and balls as the subject matter. Explains that the students must include three objects, a line for the table, and overlap the shapes. (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)

Presents an art activity where students learn about Cubism and color mixing. Explains that the students create camouflaged animals after learning about the work, "Female Torso" (Pablo Picasso). Includes directions for how to create the pictures and states that the assignment can be used with students of all ages. (CMK)

Describes a fifth-grade art activity that offers a new approach to creating pictures of Aspen trees. Explains that the students learned about art concepts, such as line and balance, in this lesson. Discusses the process in detail for creating the pictures. (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)

The heating, ventilating, and air conditioning (HVAC) systems in older buildings often do not adequately handle air-borne contaminants. Outlines a three-stage Indoor Air Quality (IAQ) assessment and describes a case in point at a Pittsburgh, Pennsylvania, school. (MLF)

Illustrates imaginative approaches to drawing that encourages children's line interests, line collections, and line markings, and helps children to see art everywhere with drawing possibilities in everything. Includes ideas for inventing line making tools and drawing machines, for using new approaches, or treating drawing surfaces and tools in…

Discusses ways in which block building represents the young child's art world, the use of blocks as an art medium, and art concepts that can be developed with the use of blocks. Suggests a methodology of block building that is designed to enhance artistic ability. (RJC)

Provides classroom examples of appropriate methods for extending art understanding through discussion. Suggests that teachers can easily foster art appreciation through nondirective means; the children can then select what is important to them and thereby begin to build their own personal store of imagery, which can lead to enhanced learning in…

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)

Describes how a teacher can motivate students to be creative by dressing up, performing for them, hiding things, and designing visual experiments. Advocates that art teachers demonstrate that art class is a playful and exciting place to be. Suggests methods to encourage teachers and students to perform. (KM)

Describes the types of classroom art experiences that should be provided for young children and discusses reasons teachers continue to rely on recipe art lessons. Suggests learning center activities and materials, as well as ways that teachers can facilitate creativity. Considers how coloring books dampen children's motivation to draw. (KB)