Describes how a teacher integrates art and literature in teaching English and world literature, by using slide presentations of modern art to graphically demonstrate the characteristics of modernism--fragmentation, alienation, heightened subjectivity, narrative distancing, and discontinuity in time. Describes and relates specific works of Dali,…

Asserts that teachers of contemporary literature should enjoy the advantages of poetry written in response to, or interpreting, paintings or other works of art. Illustrates the advantages of such poetry with two examples. (PRA)

Reviews two exhibits of visual art at the Philadelphia (Pennsylvania) Art Museum, "Works by African-Americans," which showcases the contributions of nineteenth- and twentieth-century African-American artists; and "Pertaining to Philadelphia," acquisitions from the collection of Julius Bloch, an artist and mentor to many African…

Investigates the way that young children make aesthetic judgments about art works made by peers. Indicates that there are three phases in response formation: an initial response, a judgment based on more formal criteria, and an emotional response. Notes that children often needed prompting questions to reach the latter phases. (DSK)

Investigates the effect of orientation of depth cues on the magnitude of perceived depth in pictures. Finds that, for each test drawing, the orientation with the far point above the near point provided greater depth perception than any other orientation. Discusses possible contributions of observer experience and height of visual field. (DSK)

Explores theoretical and practical advantages of a constructivist shift from breadth to depth, and from formalism to contextualism, through the inclusion of artists' primary source writings. Believes that students benefit from linking artist's words to their images providing students with another point from which they can survey the world of…

Offers a rebuttal to the article "Does Experience in the Arts Boost Academic Achievement?" by Elliot Eisner in which Eisner wants to restore the arts-based and arts-related ends of art education. Reviews Eisner's research, evidence, and theoretical foundations in order to assert the influence of arts education on students' academic success. (CMK)

Considers how the readers' view of the text can be changed after understanding the circumstances under which the author wrote the text. Describes her personal experience with this using Susan Vreeland's work and life as an example. Discusses Vreeland's experience as a teacher of English, creative writing, and art for over a 25 years. (SC)

Presents an annotated bibliography of sources of links between visual art, music, literature, and mathematics. (ASK)

Describes a lesson designed to culminate a year of eighth-grade art classes in which students explore elements of design and space by creating 3-D abstract constructions. Outlines the process of using foam board and markers to create various shapes and optical effects. (DSK)

Transcribes an interview with Jafar Mogadam, an Iranian artist who paints Persian tiles. Traces Mogadam's development as an artist and describes how he creates his tile compositions. Provides a brief history of Persian tiles. (DSK)

Describes pigments and artists' colors from a chronological perspective. Explains how chemical analysis can be used to distinguish the differences between artists' palettes, identify the evolution of art, and lead to restoration of an art work. (Contains 13 references.) (YDS)

Practical and academic, the interrelationship of the visual and performing arts opens unique frontiers to aesthetic pioneers. Divergent in aim from the historic search for similar tonalities between the Synchronists and Stravinsky or atonal musicians of the 1950s-70s and minimalist painters and sculptors, the present use of the visual arts as a…

Meadow Woods Elementary in Orlando, Florida has a garden ceremony at the end of each year. This is a time when the whole school gathers together to celebrate another successful school year. The classrooms are built around the garden, so it is the centerpiece of the school. Students always do an art project for this ceremony. One year, students…

Spring Grove Public School is the center of a small, rural community, where most activities revolve around or take place in the school. With this idea in mind, the author of this article describes how, as an art teacher, she set out to create a project that would bring this to the attention of not only the students creating it, but also to the…