This planning grid for teaching visual arts (advanced) in grades 9-12 in Delaware outlines the following six standards for students to complete: (1) students will select and use form, media, techniques, and processes to create works of art and communicate meaning; (2) students will create ways to use visual, spatial, and temporal concepts in…

We are all designers. Designing is a part of life. It is the way we make and assemble the things we need for the way we like to live, or have to live. It is a way of organizing both the tangible and intangible structures of our lives, the structures which we form and which then in turn form us. In designing these structures we balance an inward…

Article described a group project in which students painted a mural. (RK)

Teacher prompted his students to think inventively toward new methods of controlling paint on paper. (Author/RK)

Painting and poetry are analyzed to exemplify education of the variety represented by the humanities movement, education which is designed to help people live rather than to merely earn a living. (Author/KM)

Throughout this article the author uses the concept of line to demonstrate an awareness of the elements of art. His intention was to increase the child's perceptual involvement. (Author/RK)

A description of a practical graphic design course for educational television production. (HB)

Views the arts as sharing basic concepts central to aesthetic experience. Encourages aesthetic education in order to humanize character. (DS)

Studied was the effect of an art specialist on an art curriculum for retarded preschoolers. (Author)

Pleads for funds to expand art activities in schools. (DS)

Discusses the reaction to modern art and the meaning it can have for different audiences. (RK)

The elements of technical illustration and its position in high school industrial arts programs are explored. (MU)

Author recalls her joy when her childhood painting illustrating "The Congo" drew Vachel Lindsay's praise. (SW)