This study examines the emergence of aesthetic sensitivity in the young child as a maker of art and as a critic of the work of peers. Two studies were designed to explore the child's own, mostly implicit, assumptions about child art, sensitivity to stylistic and drawing system differences, and to compositional patterns that characterize the work…

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,…

This booklet contains instructions in English and Spanish for making eleven typical Mexican craft articles. The instructions are accompanied by pen-and-ink drawings. The objects are (1) "La Rosa" (The Rose); (2) "El Crisantemo" (The Chrysanthemum); (3) "La Amapola" (The Poppy); (4) "Ojos de Dios" (God's Eyes); (5) "Ojitos con dos caras" (Two-Sided…

This guide offers teaching suggestions for introducing young children to the pleasure of handling clay, for guiding third and fourth grade children in shaping clay into many forms, and for instructing fifth and sixth grade children in the molding, glazing and firing of clay. Sections for each grade (K-6) include discussions of (1) materials and…

Part 1 of this paper deals with the major philosophies of elementary industrial arts. Five philosophy groupings are identified: Industrial Arts (1) as a means of developing habits, attitudes, problem solving abilities, and interests, (2) as a means to meet developmental needs of children, (3) as a program for involving students in making objects…

A monthly exchange of tips, projects, ideas and resources. (Editor)

Describes the advantages of using household food ingredients for art and science activities. Also discusses experiences with foods that are appropriate and inappropriate. (AS)

Describes the Boston Public Schools Recycle Center which receives materials donations from more than 100 local industries. These donations are used as educational materials for disadvantaged pupils. Materials are free and teacher training workshops are provided. Ecological implications for urban students and teachers are discussed. (PS)

Twelve papers focusing on various aspects of teaching chemistry to the nonchemist are presented. Includes details of courses designed around specific topics and/or needs (such as art hazards), use of field trips, issues related to the problem of explaining technical ideas to lay persons, and other topic areas. (JN)

An attempt to foster greater self-confidence among prison inmates by teaching representational drawing and art appreciation encountered problems because of the wide range of skills in each class and the students' lack of experience with live models and symbolic representation. Teaching methods and drawing materials used are also discussed. (IS)

Finger painting is often regarded as the epitome of free expression for children. However, a careful review of the history of Ruth Shaw's finger-painting system reveals that it was dominated by specific techniques and stylistic conventions taught without a critical understanding of art history or appreciation. (IS)

The imminent closing of their school led one school's teachers to design the curriculum for the last six months around the theme of shelter. Activities utilized included thinking and verbalizing about the idea of shelter, building and writing about shelters, building cameras and taking photographs, and going on field trips. (IS)

The idea of "connecting" is explored in this multimedia educational kit art for elementary schools. The Connecting series features a teacher's manual, six teacher's guides, and three videotapes based on six primary themes. These themes are: "Rhythms and Patterns"; "Change and Transformation"; "The World Our Minds…

This handbook demonstrates how studio art concepts may be broken down into their simplest level, thus, allowing preschool and elementary students to work with one particular concept and technique at a time. Teachers are encouraged to coordinate open-ended painting activities with major study units taking place in the classroom. The fourteen…