This guide to Utah's requirements for students in secondary visual arts is organized and based upon a student achievement portfolio for each course. Foundation I, the required junior high/middle school visual arts course, is designed to provide an overview of visual arts while studying various art tools and materials. With an emphasis on studio…

This report describes the Expressive Arts Project, which was designed to develop and demonstrate a developmentally appropriate, activity-based expressive arts curriculum model, that will enable children with disabilities to have access to activities in the arts that are an accepted part of regular early childhood programs in typical settings. The…

Recognizing that creativity facilitates children's learning and development, the Head Start Program Performance Standards require Head Start programs to include opportunities for creative self-expression. This guide with accompanying videotape, both in English- and Spanish- language versions, encourages and assists adults to support children's…

In this lesson, designed to be taught within a unit on China, primary-grade students will learn about the history of papermaking and its origins in China and even learn how to make their own paper. After learning about Chinese art and culture in the lesson, students will write their own "cinquain" poem about China. The lesson presents an…

The concept upon which this book is based is known by a variety of acronyms or terms such as Comprehensive Art Education (CAE), Discipline-Based Art Education (DBAE), or integrated curriculum. These similar educational approaches maintain art as central to the curriculum, a bridge that unites content areas in logical and meaningful ways. DBAE,…

An action research project was designed to enhance the creativity and thinking skills of students in a studio art class at the secondary level. The project was conducted between September and December 2002 at a Catholic high school near an urban center. Data were collected using observations, surveys, and document analysis. The targeted population…

The visual arts offer aesthetic, perceptual, creative, and intellectual opportunities. This lesson points out that by creating and painting mythological characters, students will improve their ability to analyze, reorganize, critique, and create. The lesson also intends for fourth-grade students to gain insight into Greek culture through the…

Uses excerpts from "Alice In Wonderland" as introductions to a tour of the uses of the World Wide Web in art education. Discusses such issues as access, copyrights, costs, and benefits. Includes an index of terms, list of related Websites, and suggested teaching activities. (MJP)

Provides six lesson outlines to help teachers motivate high school students to discuss basic questions about the meaning and function of art, aesthetic responses cultural context, and artistic skill. Illustrates artwork from the Museum of Modern Art by Marcel Duchamp, Pablo Picasso, Jackson Pollock, and Meret Oppenheim. (KM)

Reviews some of the author's own mistakes and successes to help guide other writers and teachers interested in projects in which they collaborate with a visual artist to improve students' writing skills and visual art ability. (MG)

The preschool program of Reggio Emilia, Italy is discussed in terms of its commitment to the community, its project- and art-based curriculum, its use of space to support curriculum goals, and characteristics of its environment. Implications of the program for American education are discussed. (BG)

Describes objects from everyday life and analyzes artworks by four contemporary artists whose works make use of familiar objects (Louise Nevelson, Claes Oldenburg, Mitchell Syrop, and Betye Sarr). Divides lesson into four steps: (1) discussing everyday objects; (2) viewing artworks; (3) studying artists; and (4) class activities related to the…

Offers a lesson that introduces students in grades seven-nine to a contemporary object which questions the definitions of furniture, painting, and sculpture. Shows how Rodney Alan Greenblat draws upon childhood memories for creative inspiration. Calls for students to produce an art piece that works as painting, furniture, and sculpture. (LS)

Describes a third and fifth grade social studies curriculum in a New York City school where social studies is integrated into every subject area of the curriculum. The unit on the North American Indians included making musical instruments, wearing and sewing authentic clothes, and planting and cooking food in traditional ways. (GG)