An art program for handicapped children 7- to 16-years-old emphasizes experimentation with a variety of objects and media (such as nature materials and shape templates) and provides such benefits as increased verbalization, self expression and feelings of success. (CL)

Based on experiences growing out of a high school course on visual education, exercise cards are presented which are concerned with the boundaries of experience. They may act as preparation and stimulus for traditional art classes. The activities are divided into groups of enduring activities: mapping, representing; sensory awareness; inner…

This study was an attempt to ascertain the adequacy of funding for art supplies and equipment in the public schools. The results indicate that a goal of $5.00 to $7.00 per student per year is reasonable, but that schools fall far short of that goal. The results of the survey are included. (KC)

Establishes the case for animation in projects in the art program, organized for upper elementary through the senior high school level. Describes three simple introductory activities to help students understand the basic theory of animation. (Editor/RK)

On a scale of one to ten, children rate miniature making as a grand enterprise and a great way to learn. (Editor)

Secondary students find that junk is an inspiration for a creative project in the final days of high school. (RK)

Viewing a contemporary artist's works to learn about the artist and his/her personal vision is one thing for elementary school students. Adding an actual experience of doing makes the exposure much more alive. Students at Snail Lake Elementary School in Moundsview, Minnesota, viewed a Louise Nevelson exhibit and were inspired to new uses of art…

A thorough description of the ancient technique of batik, the activity as presented is recommended for senior high school art students. Briefly describes the origins of the craft, lists necessary materials and tools and outlines three basic methods for doing batik. (Editor/RK)

Jackson Pollock's approach to painting was revolutionary and singular. No one in the history of painting had arrived at the same radical technique, labeled "drip painting". Certain influences upon Jackson Pollock, the individual, were instrumental in the development of his artistic style and these are discussed. (Author/RK)

Suggests that in contrast to art as "recess" creating a collective mural is a process of self-exposion and conquest. The child's image expands not only to arm's reach size, but to the size of the whole wall. For once the child is acting on his own environment rather than being acted on. (Author/AM)

Methods for determining the coverage allotted to art materials are outlined with emphasis on: determination of stock, sources of art materials, training an art department staff, and satellite and related materials. (LBH)

Making puppets can provide a refreshing change for you and your students, an opportunity for experimentation, a chance to have fun together. Describes a simple puppetmaking technique. (Author/RK)

Why are puppets unique educational resources? How can teachers take advantage of this inexpensive, simple, effective teaching medium? Explores those qualities in puppets which make them so useful for instruction. (Author/RK)

Stained glass can easily be a part of a middle/junior or senior high school art program. A good beginning project is a "light catcher," a small glass design form meant to be hung in a window. How to prepare the design and cut and lead the glass is described. (RM)