There is a general demand for information in regard to the condition of drawing and art in the elementary and secondary schools of this and other countries. In partial response to this demand Mr. Royal Bailey Farnum, specialist in drawing and handwork in the New York State Education Department, has prepared this manuscript showing the status of…

Seventy-one ideas for learning activities in the elementary school classroom are described. Activities are included in the areas of fine arts, mathematics, language arts, history, writing, listening skills, and science. (CJ)

Lists science/art activities which involve students in general observation and imaginative visualization. (CS)

Asserts that aesthetic questions and aesthetic understanding provide the framework for learning in art. Contrasts formalism (the belief that art exists for its own sake) with contextualism (the belief that art is part of a social communication system). Maintains that a balanced art program should incorporate both approaches. (MJP)

Presents the results of a study where five-, seven-, and nine-year olds were asked to draw three figures: one standing still and facing them, one standing still in profile, and one running in profile. Half drew from imagination and half drew from models. Discusses the differences between the efforts. (MJP)

Investigates the information-seeking behavior of artists by surveying them on their sources for visual, inspirational, and technical information; for current developments in the arts and marketplace; and on their attitudes toward libraries, books, and technology. Artists utilize libraries and print materials unrelated to art and find art scene…

Suggests that teachers can work with children's families to study likenesses and differences in their respective cultures. Details a class project for 7- to 8-year-olds whereby children start with self-portraits and construct masks of their faces. Provides sample mask project timeline and steps for making masks out of paper molds and a…

Presents an interesting meditation on the journey of art from private vision, appreciated by a few wealthy patrons and scholars, to the realm of public enterprise. Examines some of what has been gained and lost in this process. Provides an overview of the post World War II development of art education. (MJP)

Offers an innovative way to teach mid-nineteenth century North American Indian history by having students create their own Indian Ledger art. Purposes of the project are: to understand the role played by American Indians, to reveal American Indian stereotypes, and to identify relationships between cultures and environments. Background and…

Describes how an elementary classroom teacher discovers and explores the power of aesthetic experience in an educational context. Discusses how the artwork of Vincent Van Gogh helps an exceptionally difficult class of 11-year-old female students in suburban Dublin, Ireland, become interested in their education. (KM)

States that art is a primary means of communication at the Rhode Island School for the Deaf and that it plays a central role in the school's K-12 curriculum. Community involvement is a fundamental idea and the school has produced many murals for the community and state. Art is used to enhance learning in all subjects. (GG)

Describes a fifth grade social studies unit on ancient civilizations that includes a comprehensive history of ancient Egypt, Rome, and Greece and integrates studio art, art history, library science, social studies, and computer literacy programs. Students utilize the library to do research and develop an oral presentation while also working on…

Outlines a lesson on the study of rocks including classification, identification, and observation techniques. Provides a listing of activities which integrate rocks with art, mathematics, and language arts. (RT)

Criticizes current educational trends, specifically the lack of critical standards and the tendency to sacrifice content in favor of promoting self-esteem. Argues that the depth and greatness of the humanities is lost in classrooms infatuated with feel-good activities and cultural relativism. (MJP)

Provides six fully developed library media activities that are designed to be used with specific curriculum units in art, music, reading/language arts, science, and social studies. Library media skills objectives, curriculum objectives, grade levels, resources, instructional roles, evaluation, and follow-up are described for each activity. (LRW)