A traveling road show of performing artists and craftsman has been organized in the state of New York to bring shows and demonstrations of creative art to the parks of rural communities throughout the state. (JD)

Discusses the implementation and benefits of a program involving Noriko Prince, a painter and art educator; Pedro Silva, the sculptor who directed the building of the mosaic bench around Grant's Tomb Memorial Plaza; four elementary schools in District 3, Manhattan; teacher cooperation; parent support for funding; City College sponsorship, and a…

Offers an art lesson for grades K-3 based on an early 19th century sculpture of the head of a Benin Queen. Presents background on the relevance of Queen Mother's position in Benin culture. Discusses importance of regalia and scarification associated with Benin heads. Includes suggestions for classroom activities. (BR)

Presents several central themes about aging which may prove useful in interpreting art works and increasing students' awareness of the human qualities of aging. Indicates that, when the artist represents the physical changes of aging, he or she equally characterizes cognitive, emotional, social, and spiritual levels of aging. Includes seven…

Reviews Pearl Greenberg's book on developing art programs for older adults. Finds it useful as reference for adult educators and those specifically involved in establishing art classes for older adults but lacking in its chapters on suggested art projects. (AEM)

Reviews the evolution of courses and degree programs designed to produce art education specialists. Devotes particular attention to the emergence of discipline-based art education (DBAE) ideas. Concludes that DBAE has clarified the question of what to teach; that the challenge now is to bridge the gap between DBAE theory and current teaching…

This paper focuses on the cognitive and social functions of art and the role that art plays in communicating social and personal values. It shows how art criticism can play an important part in the education of all students by fostering critical thinking related to art history, art production, and aesthetics. (Author/JDH)

Ivan Albright's 1929 oil-on-canvas painting called "Into the World There Came a Soul Called Ida" is used as the vehicle for a senior high school art lesson designed to introduce students to symbolism, aesthetic issues, and the formal elements of painting. (JDH)

Children enjoy learning experiences that revolve around animals. Describes a course in which middle-grade students took a field trip to the zoo and sketched various animals. When the students returned to class, they had to do a highly detailed painting based on their favorite sketch. (RM)

Develops a conception of the arts as cognitive activities. Draws implications of this conception for the schools including the following: concepts of talent and lack of talent have been used too long to cover up for weak or non-existent arts programs, and full cognitive development cannot exist without substantial arts instruction. (JDH)

Eighth-grade students were asked to produce two faces as a sculptural self-portrait series. The faces were to show a change in mood through modifications of expression. After construction, the facial shells were to be painted with a design which would both enhance and unite the expressions. (RM)

Highlights a four-part slide show focusing on the humanistic legacy of water: (1) water in literature; (2) architecture; (3) religion; and (4) painting. Discusses representative slides in each category and presents a complete list of all slides that comprise the program. (BC)

Whether or not knowledge about the painter Picasso is helpful or indispensable in teaching appreciation of his art is discussed. Three studies by Denis Thomas, Mary M. Gedo, and Frank Elgar that argue that knowledge of Picasso the man helps students understand his paintings are examined. (RM)

Describes a short exercise used in the English as a second language classroom which provides variety and/or a change of pace. Four-line rhyming poems with accompanying illustrations can be incorporated into activities which help students expand their vocabulary, learn new language functions and structures, and acquire intonation and stress…

Based on concepts of discipline-based art education, this instructional resource presents art experiences which use a variety of media to integrate art across the curriculum. Basic concepts of art are introduced in the first five lessons. The remaining 14 lessons are aimed at developing knowledge and skill bases in art processes, skills, media,…