Focuses on ways that children in art classes can be "gift artists." Discusses different types of gifts that children can create, such as presents for their parents or presents that have been personalized. (CMK)

Presents a second and third grade art activity called "Weaving in the Round" that teaches the students about weaving. Describes how the children created their artwork and includes lists of materials and learning objectives. (CMK)

Discusses the use of the chalkboard as a surface for creating art and enabling young students to express their creativity. Explores different ways that art teachers can use chalkboards, such as for taking attendance, for use during a child's time-out, or a place to rehearse an artwork. (CMK)

Presents an activity in which elementary students reproduce the artwork, "The Goldfish Bowl," that was originally created by Henri Matisse. Explains that the students utilize the same art technique that Matisse used: decoupage. Discusses the process of creating the artwork in detail. (CMK)

Describes a project that focuses on the concept of heroes. Explains that heroes include males and females, instead of differentiating between heroes and heroines. States that the students locate a picture of a person they see as a hero and recreate the human figure through cut-paper collage. (CMK)

Considers causes for loss of confidence suffered by older primary children with regard to art, and identifies the passive nature of early arts teaching as a significant element. Suggests this passive approach derives from logistical problems in early childhood classrooms and, more importantly, from a misguided notion of the nature and purpose of…

Describes a second and third grade art activity in which students used celery cores to create pictures in the style of Georgia O'Keefe. Explains that the students learned about O'Keefe's artwork and describes how the students created their prints. (CMK)

Examined drawings and transcripts of accompanying narratives made by 3- to 7-year-old children in a preschool setting. Analyzed the symbolism of the pictures and the children's stories about them that formed a background or explanation of each picture, noting developmental differences between the age groups. (JPB)

Focuses on the study of personal containers and their uses in art creation for children. States that children are fascinated by boxes and containers. Provides examples of personal containers, such as lunch boxes, pencil cases, purses and valets, and school bags. (CMK)

Discusses children's use of crayons, markers, and other art materials at various developmental stages. Suggests art activities and guidelines for teachers for each developmental stage. (BB)

Maintains that children's art has value in its own right in that it can help children satisfy their need to create and express themselves by playing and experimenting with art materials. (BB)

Maintains that the cognitive aspects of art education are being emphasized in order to validate art education's place in the curriculum. Argues that the studio approach to art education should be reformed while remaining at the core of art education. Explores the questions of who should teach art education; and how art teachers should be educated.…

Maintains that the study of art history should be learning about all forms of art work from every culture and relating it to the present. Describes how one art teacher uses puppetry to actively involve students in art history. Recommends that teachers look to the great teachers and their own teaching for such lessons. (KM)

A children's art project lets students create artistic portfolios in a Jackson Pollock style. The activity takes 60 minutes and requires posterboard, adhesive tape, spray paint, tempera paints, eyedroppers, newspapers, colored markers, and stencil letters. By inviting students to make their own portfolios, teachers are cultivating students'…

Assigned drawings of 217 children (ages 4, 6, 8, and 10) were evaluated for both developmental and ability-related differences. Age-related trends were found in the ability to render perspective with talented children making flexible and elaborate use of perspectival abilities. Artistic abilities other than perspective appeared to be less…