Presents 2 articles concentrating on middle-school teaching: 1 that describes how a teacher, using 12 zip-lock sandwich bags and 300 small ceramic tiles, may create "grammar tiles," a method for teaching the parts of speech; and another that describes several innovative ways in which students have learned to work with language while manipulating…

Discusses the reform context, the importance of standards, the importance of arts education, the benefits of arts education, and the arts and other core subjects. (RS)

Case studies of three elementary schools provided data on visual art as it is conceived of and practiced by classroom teachers. Suggests that there are disparities between teachers' advocacy of art and their classroom practice, and between teachers' views of art and the broader values of their schools. (HTH)

Presents a class activity which uses laminated pictures from art calendars, museums, and other sources as a stimulus for writing. (SR)

Examines some nonbook materials with respect to an aboutness model of indexing, showing that there are instances that defy subject indexing. These occur not so much because of the nature of the medium but because it is being used for nondocumentary purposes or because the subject referenced is nonlexical. (Contains 20 references.) (KRN)

Compares Oskar Kokoschka's teaching practices with American Progressive Education literature. Observes that the latter stresses the need for practicing artists to teach in the schools. Evaluates the strengths and weaknesses of the artist-in-the-classroom concept revealed in light of Kokoschka's practices. (KM)

Asserts that students gain a deeper appreciation and understanding of what they have read when they have systematic opportunities to integrate reading with drama, oral language, and art. Discusses how to use drama, Reader's Theater, oral interactions, and the visual arts to improve reading comprehension. (PRA)

Discusses how students can express their feelings and problems through writing, painting, and drawing; also discusses how this process can increase the awareness and sensitivity of their classmates. (MG)

Presents four classroom lessons designed for elementary and secondary students based on paintings in the Amon Carter Museum in Fort Worth, Texas. Provides an overall goal, specific objectives, background of the painting, and suggestions for discussion and activities for each painting. Includes full-page color prints of each painting. (CFR)

Discusses formalist/universalist, personal response/ antiformalist, and pluralist approaches to aesthetics. Recommends using a pluralist approach because it accounts for the aesthetic principles of non-Western art forms. Discusses pluralism in art education and how the criteria of Western aesthetics are now being challenged by art educators. (KM)

In an eight-week project, an award-winning children's book author and illustrator helped third grade students create impressive artwork. Children worked in pairs to create collaborative drawings, and they gained confidence in their artistic abilities over time. The project developed strategies for use by classroom teachers. (SM)

This panel paper includes discussions from professional artists on pivotal stages and forces in their artistic and career development. Factors identified and recommended for emphasis in curriculum development are motivation, confidence, discipline, basic skills, structure, and studying with gifted teachers. Numerous possible roles for the art…

This panel interview from the Indiana University Summer Arts Institute examines unique needs of high school students in the Indiana University Campus Program, including peer group establishment, selection of a leader and staff, and provision of challenging confidence-building experiences in what is for many students the most competitive…

Offers four activities ("Friendship Concentration," the "Rubberband Journal," a "Cube of Friendship," and the "Electronic Journal"), which give students opportunity to communicate visually and in written form. (MG)

Discussed are the geometric patterns formed when two geometric patterns are superimposed. General moire fringes, circular and line gratings, physical applications, and projects for students are described. (CW)