Described is a program developed by parents and school personnel which provides art education to students in the Palo Alto (California) district in an after school setting. There is a fee; the teachers are professional artists. (KC)

Describes how teaching secondary art students to perceive negative shape improved their drawings of a bicycle, a visually complex mechanical structure. Concentrating on negative shape forces students to work with the relationships between shapes and their relative sizes. (AM)

Elementary school students painted poster-sized portraits of Black Americans on kraft paper, plain brown paper used by stores to wrap merchandise. The posters were hung on the school's floor-to-ceiling bulletin boards. (RM)

A high school art teacher reports her classroom experiences with a new type of chemical paint-alkyds. (SJL)

Primary students designed dragons for a billboard advertising activity to promote Youth Art Month. After selecting head, midsection, and tail designs, the students enlarged the drawings for a billboard image. (AM)

Describes a ten-week high school visual arts program. Five incremental drawing assignments dealing with line quality, shapes, conversion from three-dimensional perception to two-, and perspective and distortion of shape are presented. (AM)

Describes the use of a simple and familiar medium, finger paints, to get high school students to explore problems of design in painting. (SJL)

A Peace Corps volunteer was assigned to teach art at the high school level in Lesotho, South Africa. The volunteer taught the basics of visual design through drawings to scale, anatomy charts, blueprints, and field trips. (AM)

A United States teacher visited an art class in a Chinese commune and observed fifth grade students working on line drawings. (AM)

Five articles describe techniques of mural making and mural projects which have been accomplished by elementary and secondary students, including a class of blind and partially sighted children. (SJL)

Describes a mural project designed to introduce students to the concept of overlapping similar images as a way of depicting a time sequence. This article is one of four articles in this issue on elementary-level mural projects. (Author/SJL)

An intermediate-grade art teacher describes how she teaches her students about Henri Matisse. Students learn about the life and background of Matisse, study his reproductions, and apply techniques that they have learned to their own art works. (RM)

Seventh graders reacted enthusiastically to this watercolor art activity. A blank piece of white drawing paper was soaked in water and then removed to a newspaper-covered table. Students held a brush full of watercolor above the paper and squeezed the bristles. When the droplets hit the surface, they spread beautifully. (RM)

Describes a pilot arts festival for elementary schools held in Richland County, South Carolina. Students attended theatrical performances and learned about audience etiquette. In each school, artists-in-residence taught crafts to small groups. The festival ended with a countywide, weekend art fair. (AM)

Describes a process and criteria for identifying high school students gifted in visual arts. Student portfolios were assessed by local professionals according to technical ability, problem-solving ability, communication of ideas, and inventiveness. The procedure selected students whose ability was at least three years above their grade level. (AM)