Children's artistic and aesthetic development is fostered and their learning opportunities are maximized when the teacher plays an active, rather than passive, role within the context of the child-centered, process-orientated curriculum. Proposes that new understandings of children's artistic and aesthetic development be integrated with changing…

Presents learning activities in which student designed and drew motifs related to naturalistic objects such as flowers, animals, or birds. Describes steps by which a flower can be turned into a motif and then into a repeat pattern or overall design. (DB)

Explains an experimental photographic technique starting with a realistic photograph. Using various media (oil painting, video/computer photography, and multiprint imagery) the artist changes the photograph's compositional elements. Outlines the phases of this evolutionary process. Illustrates four images created by the technique. (DB)

Describes the development and implementation of a health promotion curriculum for four- and five-year-old children in a preschool class. The curriculum emphasized the use of the visual arts, drama, and music as learning strategies for health promotion. (BB)

This case study analyzes characteristics of a painting teacher of artistically talented 13- to 16-year-old students. The study describes the teacher's philosophy, curricular concerns, teaching content, classroom management, the use of individual and group critiques, and student and adult observer responses to his teaching style. Generalizations…

This final panel interview from the Indiana University Summer Arts Institute attempts to summarize findings of previous sessions. For inclusion in the Indiana University and Israel programs, it is decided, students must evidence not only artistic talent and skill, but also interest in plural areas of study. (Author/PB)

Discusses the nature of light and its relationship to color, particularly two models of color production: the additive and subtractive models. Explains the importance of these models for understanding how computers and printers generate colors. Argues that it is important to understand these processes given the prevalence of computers in art. (DSK)

Summarizes the lives and pursuits of four U.S. artists: Winslow Homer, John Frederick Peto, George Bellows, and Joan Mitchell. Explains the concepts apparent in the four works of art and shows how the artists created these works through expressing their perceptions of the world around them. Lists questions for further exploration. (CMK)

Considers an approach to teaching classical mythology that focuses on the myth as a form of metaphor that communicates a universal truth through the themes and characters of the story. Applies this approach to the story of Pygmalion and Galatea and highlights both early and modern versions of the myth. (CMK)

Describes an art assignment that focuses on surrealist composition. Students learn about Sigmund Freud, artists of the Surrealist movement, and characteristics of Surrealism. The produce thumbnail sketches, locate photographic images to use as references, and then create Surrealist artworks. (CMK)

Describes an art activity in which elementary students create collages similar to those of Julian Schnabel, learning to appreciate his work's meaning. Students select a symbol to represent an event or experience in their lives. Collages are created with acrylic paint and broken plates. (CMK)

Examines issues about the representation of children in art during the 18th and 19th centuries: (1) main representations during this period; (2) principal influences affecting the construction of these images; and (3) whether the verbal and visual arts conceptualize childhood in similar or different ways. Looks at three influences on writers and…

Describes two art projects, one for second-grade students and the other for third-grade students, inspired by the artwork of Claude Monet. The second-graders created leaf prints to frame the Impressionist autumn trees they painted, while the third-grade lesson centered around the videotape "Linnea in Monet's Garden." (CMK)

Discusses a painting unit for kindergarten that focuses on color mixing and brush stroke techniques. Students paint a picture of their favorite animal. Describes the unit, listing the materials needed and including sample paintings. (CMK)

Describes an interdisciplinary activity combining visual and language arts. First grade students explore the meaning of "Starry Crown" by John Biggers through the use of student-generated interrogative and demonstrative sentences. Lists the materials needed and provides information about John Biggers and the "Starry Crown." (CMK)