Lord Clark, the renowned British art historian, feels there are too many children in picture galleries and suspects they are brought there to fill in the curriculum. He considers three aims of education and how children can more fully understand the value of works of art. (Editor/RK)

Offers an art lesson for grades K-3 based on an early 19th century sculpture of the head of a Benin Queen. Presents background on the relevance of Queen Mother's position in Benin culture. Discusses importance of regalia and scarification associated with Benin heads. Includes suggestions for classroom activities. (BR)

Reviews the evolution of courses and degree programs designed to produce art education specialists. Devotes particular attention to the emergence of discipline-based art education (DBAE) ideas. Concludes that DBAE has clarified the question of what to teach; that the challenge now is to bridge the gap between DBAE theory and current teaching…

This paper focuses on the cognitive and social functions of art and the role that art plays in communicating social and personal values. It shows how art criticism can play an important part in the education of all students by fostering critical thinking related to art history, art production, and aesthetics. (Author/JDH)

Chronicles the professional and personal life of Nancy Elizabeth Prophet, a sculptor of Afro-American and Narragansett Indian descent, who achieved prominence as an artist and a socialite in both France and the United States beginning in the 1920s. (BJV)

Art historians are saying that while art outside the mainstream challenges many usual assumptions about art history, more attention should be given to nontraditional art genres such as graffiti, folk art, children's art, prehistoric cave paintings, and the art of the insane. (MSE)

Ivan Albright's 1929 oil-on-canvas painting called "Into the World There Came a Soul Called Ida" is used as the vehicle for a senior high school art lesson designed to introduce students to symbolism, aesthetic issues, and the formal elements of painting. (JDH)

Based on concepts of discipline-based art education, this instructional resource presents art experiences which use a variety of media to integrate art across the curriculum. Basic concepts of art are introduced in the first five lessons. The remaining 14 lessons are aimed at developing knowledge and skill bases in art processes, skills, media,…

A digital project undertaken last year at Yale (Connecticut) offers an opportunity to explore productivity matters. The project aimed at improving the quality of library support and of student learning in one of the most heavily enrolled undergraduate courses at Yale, "Introduction to the History of Art, from Prehistory to the…

Proposes redirecting art education courses from narrow, studio-dominated programs to a general education emphasis, incorporating a studio/production component, a knowledge/appreciation component, and a critical/evaluation component, which are interdependent and derived from aspects of art program development commonly known as the productive, the…

This article describes Mr. Jewel's art history class--one of three art history classes whose curriculum organization, teaching methods, geographic range of materials, and level of content abstraction were studied using the educational criticism approach. Mr. Jewell's activities as a role model emerged as the major focus of this observation. (SJL)

Describes an art lesson in which students sketch drawings of flowers and use watercolor paper and other materials to paint a landscape. Explains that the students also learn about impressionism in this lesson. Discusses how the students prepare the paper and create their artwork. (CMK)

Presents background information about the life and work of the artist Ivan Albright. Includes learning activities and a reproduction of his painting "Into the World There Came a Soul Called Ida." Provides information on the content of the painting. (CMK)

Provides historical information on the art technique called marbling. Includes floating paints on water and transferring the patterns formed in the water to paper. Discusses how teachers can teach this technique with materials that fit their budgets. Describes the process in detail. (CMK)

Discusses the use of waterways as subjects in works of art. States that teachers can take their students to a river or canal to help them depict waterways. Explains that the four artworks reproduced in the article offer examples for students. Includes artwork by Franklin McMahon, Canaletto, Nancy Lagana, and Vincent van Gogh. (CMK)