Describes six activities for art education. Art activities include seventh-grade fanciful animal drawings, a Picasso month in a high school district, and a parent-child art workshop organized by gifted, elementary children. Career education activities include a student-run exhibit, student-curator jobs in an art gallery, and a career day. (AM)

The authors examined use of a bipolar scale containing ten descriptors of basic art concepts (e.g. "linear-painterly") identified by Heinrich Wolfflin for analyzing paintings. They found that both trained observers (art history students) and untrained observers (psychology students) could apply Wolfflin's concepts reliably to Renaissance…

The author challenges certain curricular conceptions, based on aesthetic discourse, professional occupational descriptions, and instrumentalist social applications which he believes have hindered the development and integration of art critical and historical education into the high school studio art program. (Author/SJL)

The tradition of the Ars Moriendi influenced art by creating a new reality in which the dead could appear eternally alive. A good death was seen as an act of faith. The literature of Ars Moriendi influenced baroque sculpture which today is viewed as almost bizarre. (JAC)

Examines the background to and the stylistic characteristics of the Art Nouveau movement in its literary and artistic manifestations, emphasizing its nature as a synthesis of various contemporary, artistic, and intellectual trends. (SJL)

The Art Learning Resource Center provides a concentrated art experience for fifth graders in the Omaha Public Schools. The program utilizes collections of the Joslyn Art Museum, community resources, and guest artists as motivation for the awareness, appreciation and production of art. A sample lesson on Greek art is included. (Author/SJL)

The traveling exhibition titled "The Wild Beasts: Fauvism and its Affinities" opened first at the Museum of Modern Art in New York City and was then moved to the San Francisco Museum of Modern Art in 1976. Discusses the exhibition's historic value, how Fauvism passed through three fairly distinct stylistic phases, and the social…

Discusses an art exhibit, "The Age of Armor," presented by the Higgins Armory Museum (Worcester, Massachusetts). Includes the itinerary for the exhibit. Provides background information on armor as an artform and examples of armor. (CMK)

The important role art history can play when integrated within art therapy treatment plans is explored through individual and group case studies with inpatient and elderly populations. Results illustrate the therapeutic value of art therapy sessions that incorporate museum and gallery visits, slide presentations of modern art, and anecdotal…

Examines how criticism of Discipline-Based Art Education (DBAE) compares with the larger critique in the visual arts of high-modernism by post-modern critics. Examines DBAE's philosophical position on Classical Idealism and its back-to-basics approach. Suggests that the diversity in today's world should be represented in the classroom. (KM)

Although Discipline-Based Art Education may not produce many art historians, this approach will enhance graduates' appreciation of art activities as serving some purpose in their lives. This article discusses British Columbia DBAE models and encourages use of multicultural and folk art examples. Includes three references. (MLH)

Describes the historical premises behind a traveling exhibit of Egyptian Hellenistic art from the Ptolemic Period. Focuses on the uniquely Egyptian characteristics of this art, including religious symbolism, costume elements, and characteristics of craftsmanship. (LS)

Discusses the history of modern art and the emergence of post-modernism, assessing the implications for art education. Stating that viewers must be culturally literate to comprehend post-modern art, Parks argues that discipline-based art education will better prepare students to deal with the images, issues, and ambiguity they will be confronted…

Examines the relationship between romantic idealism and vocational goals of art education in nineteenth-century Nova Scotia, Canada. Compares these ideas with those of John Ruskin concerning art and morality. Discusses the views of the Nova Scotian educators relative to issues of contemporary art education. (KO)

Examines "The Journal of Marie Bashkirtseff" in order to explore her personal history, the genre of Victorian women's autobiography, art schools in the French academic tradition, the Academie Julian, and women's issues in nineteenth century France. Concludes that even talented women of the period were denied avenues for success. (KO)