Provides historical information on the growth of the folk- and outsider-art establishment within the twentieth century United States. Addresses the problems with defining this art form, contradictions between notions of schooling, and the negative impacts of success. Highlights art-world events and discourses that reflect the changing U.S.…

Provides background information on the Impressionism movement. Discusses the life of U.S. artist, Frederick Childe Hassam, and describes the content and techniques used for his painting, "Lower Manhattan." Includes suggestions for class activities and a reproduction of his artwork. (CMK)

Describes how three groups of twentieth-century U.S. artists--Landscape and architectural artists, pop artists, and the photo-realists--used the object as the primary image in their artwork. Maintains that this approach to studying still life may be more relevant for teachers and students today. (KM)

Describes how the Ohio Department of Education developed its art curriculum, the Balanced Comprehensive Art Curriculum (BCAC). Going beyond the traditional studio art approach, the program requires students to respond and express themselves in three areas: personal development, artistic heritage, and art in society. (KM)

States that a multicultural approach to education can fulfill children's need for cultural self-esteem, personal vision of a democratic society, and cultural understanding as a condition for world peace. Defines multicultural art education as participation in the artistic activity of another culture for the purpose of understanding that culture on…

This lesson plan introduces seventh-ninth graders to Frank Lloyd Wright and shows how nature influenced and inspired the design of his home and studio. Students will: identify natural design elements from the house, apply their awareness of form to their own natural and built environment, and create designs based on natural forms they find…

Outlines 26 ideal instructional competencies in four disciplines of learning art: art production, aesthetics, art criticism and art history. Reviews the positions of the United States Office of Education, the National Endowment for the Arts, the Association for Supervision and Curriculum Development, and the National Education Association on…

Illustrates how hypertext and multimedia can be applied in museums to facilitate humanities research. A model of a museum professional's information needs is presented, the Open System Environment (OSE) is explained as a conceptual framework for user requirements, and the COIN (Catalogued Objects and Information for Numismatists) hypertext system…

Claims that contemporary artists in Western society are obsessed with their careers and fail to approach art as total human beings. Cites three instances in which the latter has happened. Recognizes the experiential nature of learning in studio art and argues that artists/teachers are obligated to ground students' art experiences in praxis. (KM)

Describes a computer system in which art reproductions are described and entered into a database containing 27 categories of information. Named the Visual Art Index System (VIAS), its underlying structure is influenced by contemporary models of aesthetics and art criticism. Maintains that the database and laserdisk can effect teaching methodology,…

Provides four art portraits from various sources to help students question reality and the roles people play in society. Includes background information on the artists, historical contexts, visual analyses, and vocabulary lists. Outlines art and reading assignments for all age groups. (KM)

Maintains that teaching the creation of art can be lost in the emphasis on discipline-based art education. Argues that much of art education is studying the art of others or the concepts and principles that can be derived from others. Contends that the process of personally creating art must be revived as an integral part of art education. (CFR)

Provides background information on Zimbabwean art and sculpture and Harry Chingono, a Zimbabwean sculptor. Includes reproductions of Chingono's sculpture "The King's Secret" and describes it in detail. Offers four ideas for learning activities. (CMK)

Examines issues about the representation of children in art during the 18th and 19th centuries: (1) main representations during this period; (2) principal influences affecting the construction of these images; and (3) whether the verbal and visual arts conceptualize childhood in similar or different ways. Looks at three influences on writers and…

Observes that U.S. history textbooks include vast numbers of illustrations, but that authors and publishers seldom integrate the pictures with the historical narrative. Advises images be incorporated into lessons to examine the events illustrated, why the picture was created, how it was received, and what it meant to contemporaries. (DSK)