This curriculum guide is designed to assist teachers in junior high and high schools in New Mexico to improve the quality of instruction and to prepare a new curriculum in communications that is consistent with current thinking in industrial arts education. This communications curriculum is designed for one year or 180 hours of instruction, with…

A teacher's guide for two sequential one-year commercial art courses for high school students is presented. Commercial Art I contains three units: visual communication, product design, and environmental design. Students study visual communication by analyzing advertising techniques, practicing fundamental drawing and layout techniques, creating…

Provides an overview of the research literature concerning the development of graphic art skills, relevant instructional methods, and the specific use of visual models as an instructional method. Pertinent findings, relevant methodological issues, and major conclusions are all discussed. Briefly addresses the viewpoints of gestalt and learning…

Maintains that fundamental historical concepts can be imparted to high school students through the use of photography, painting, film, literature, and other forms of popular culture. Provides many examples of students utilizing popular culture to understand conceptions of historical time, locate meaning, and empathize with historical people. (MJP)

Shows how learning, in an art appreciation class, can be more meaningful and lasting by emphasizing expressive outcomes that develop during class and reflect students' life experiences. Explains how teachers can take advantage of students' spontaneously generated questions. Provides four examples from an undergraduate class that can be applied at…

Maintains that the photograph, "Migrant Mother," is recognized throughout the world. Provides a three-part instructional unit on Dorothea Lange and social issues related to migrant workers. Includes four photographs by Lange, including the most well-known, "Migrant Mother 5." (CFR)

Presents an art education model based on Elliot Eisner's three-domain model, emphasizing students' concept ownership and skill development. Criticizes late-modernism influenced practices, arguing creativity can be achieved only through tradition. Diagrams relationships between what art students learn in college and how they later teach. (KM)

This New York City curriculum guide demonstrates the many ways in which art departments can use microcomputers to assist in teaching students to design different images, for different audiences and different purposes, utilizing the special ways in which computers can enhance the creative process. The book covers 168 topics, divided into 13…

Written to describe successful projects which have been used in special education art classes, and to assist teachers in planning a worthwhile program, the booklet makes suggestions for arranging the long-range program in blocks or units, planning projects around changing seasons and established celebrations, using materials with definite weight…

Identifies and discusses four instructional strategies that represent important aspects of studio instruction: (1) key ideas related to interpretive meaning; (2) knowledge transfer between the artist and the student; (3) personal connections between students' lives and subject matter; and (4) problem-finding. Includes illustrative examples. (MJP)

Contends that teaching interpretation within art criticism is probably the most difficult aspect of teaching criticism. Provides suggestions and 17 principles to guide art teachers in engaging their students interpretive dialog about works of art and to provide criteria for assessing their interpretations. (CFR)

Provides a sculpture analysis lesson on aesthetic scanning designed to avoid the monotony of step-by-step discussion of sensory, formal, technical, and expressive properties of works of art. Offers four questions on sculpture analysis. Concludes that variety in aesthetic scanning is essential to keep both students and teachers motivated. (KM)

Suggests that a social action position is needed to effect desirable changes in theory and practice of art education. Compares five goals of multicultural education with three feminist approaches to art teaching. Discusses how art teaching should incorporate theories about feminist aesthetics, social change, and women's art history. (KM)

Describes an experimental set of workshops in which primary age children used computers to create visual images. Concludes that using computers to create student artwork offers significant opportunities for primary and elementary art education. (CFR)

This document gives anecdotal stories of child art making along with philosophical interpretations for art teaching application. Art making is seen as experimental. It progresses from action to intentional mark making, naming, symbolic representation, and finally to "presence", an aesthetic creation experience that combines seeing and…