This study compared the effects of drama and drawing planning activities with a traditional planning activity (discussion) on the quality of second and third graders' narrative writing. After 15 sessions, researchers found that drama and drawing were effective forms of rehearsal for narrative writing and more successful than discussion. (SM)

Offers a fifth-grade art lesson on lighthouses prompted by reading Arielle North Olson's "The Lighthouse Keeper's Daughter" during a language-arts lesson. Reports that the students made a two-dimensional and a three-dimensional project. States that the students were excited about conveying their ideas using two different media. Explains…

Offers an art activity for students in the primary grades that focuses on the effect a sneezing motion has on the individual features of the face. Expounds that the students draw an expressive self-portrait of themselves sneezing using a marker to encourage freer linear expression. (CMK)

Addresses the potential art has for developing and defining the self in young children. Provides an overview of the various stages in children's development of self through art focusing on their conceptions of space, the onset of realism in their drawings, and adopting themes as a mode of expression. (CMK)

Describes a self-portrait assignment inspired by the work of Frida Kahlo. Discusses Frida Kahlo's artwork and use of surrealist and symbolist views. States that each student had to incorporate personal symbolism in the portrait to convey a message about him or herself in a subtle manner. (CMK)

Discusses the Surrealist art movement, focusing on creative variations characteristic of Surrealism. Describes the process for a Surrealist portrait lesson, stemming from Rembrandt's "Saskia as Flora," in which students use the technique of oil pastel over a dark tempera-painted ground. (CMK)

Presents a case study, through observation of a child named Hawk Weisman, that demonstrates a child's use of drawing to find meaning. Discusses Hawk's motivations for drawing, the recurring themes that encompass both humanistic and scientific concepts, and his homemade books. Addresses the educational implications. (CMK)

Reports on insights about sociocultural influences on Brazilian children's drawings, using visual anthropology to examine children's drawings that depicted what they like to do. Discusses visual anthropology, provides information on Brazilian educational influences, and presents the context and findings of the study. (CMK)

Describes a project for fifth-grade in which students learn about their personal heritage and create a family history book. Identifies three relevant National Council for the Social Studies thematic strands and lists related activities. (CMK)

Discusses a unit on the discovery of the senses that integrates art and science. Students create pictures of a "smell" using the crayon-resist process. Explains that during the second day, students "smell" their peers' paintings to determine what aroma is being depicted. (CMK)

Investigates whether students' perceptions of scientists as being white, male, and dressed in laboratory coats is changing. Results from picture drawings made by 132 secondary school students indicate that the image pupils have of scientists is changing to show less gender bias and to be more realistic. (GR)

Explains that creating color wheels is an appropriate assignment in the art classroom for students of all ages, including high school students, because it still offers older students a challenge. Discusses how students can create color wheels and lists the materials that are needed. (CMK)

Describes an art activity for use in a unit on agriculture in which third grade students create packing crate labels. Students compare examples of packing crate labels, identifying the name, image, product description, and visual elements such as color and balance. Discusses the process of creating the labels. (CMK)

Describes an art project for high school students that combines observational skills, art history, and production. Students research historical art motifs and create a motif drawing. Explains that the students gain an appreciation for their motif and the original artist. (CMK)

Provides information on Leonardo da Vinci, Michelangelo, and Honore Daumier's "Rue Transonian." Describes an art activity in which students in an advanced drawing class reproduce a famous drawing in the same medium as the original, make the composition contemporary, and include themselves in the composition. (CMK)