Describes the objectives and scope of a larger research project on women's experiences in art and art education, in relation to creativity and society. Reviews research on women artists' experiences in the past and compares with data collected in contemporary women artists and students. Proposes to investigate these similarities further. (KM)

Examines the function of drawing by interviewing a wide range of people engaged in design activities. Promotes drawing for its vital contribution to two areas of design activities, exploration, and manipulation. Maintains that further research is necessary now that design and technology are part of the core curriculum in schools. (KM)

Seeks to clarify why drawing traditionally holds a central place in the art school program. Outlines what is meant by the Renaissance concept of drawing and how the role of drawing has changed over the centuries. (KM)

Explores the difficulties of combining aesthetic experience and educational settings. Postulates this is due to the nature of aesthetic experience as well as the art object itself. Argues that art metaphorically discusses not what is, but what develops and implies a relativistic, adaptive, temporal concept of truth. (CH)

Discusses the founding and activities of the National Arts Education Research Center, focusing on the site at the University of Illinois at Urbana-Champaign. Outlines the center's current seven project program, briefly describing each project. Defines the Center's purpose as seeking the best ways to teach and assess learning in the arts. (DB)

Presents a lesson that introduces students in grades K-three to medieval tapestry and how tapestries can symbolically communicate stories. Students design their own tapestry based on an allegory written by the class. Provides background information, instructional strategies, and activities for student evaluation. (LS)

Reports on a research study that highlights educational and pedagogical issues in nonformal programs for teaching the visual and performing arts in a midwestern province of China. Finds that government subsidizing has lead to some amount of success but that this very interference creates problems of both a financial and political nature. (KO)

Recounts one teacher's use of art in the poetry-writing classroom, and suggests that its success stems from the following elements: schemata for seeing, experience with poetry, individual choice of art and poetic form, an encouraging environment, time to look and think and feel, and a powerful subject. (SR)

Describes how, in an American literature survey class, the characteristics of literary periods are underscored by seeing them reflected in contemporary visual arts, via a creative writing assignment, and by cooperating with the local museum. (SR)

The South Carolina Governor's School for the Arts is a summer residential program for high-school students talented in creative writing, visual arts, theatre, music, and dance. The School's internship component offers in-service education and preparation of art educators in the area of gifted education, in conjunction with Furman University. (JDD)

Describes a relief printmaking unit for sixth graders with the objective of decorating the inside of a pyramid. Ancient Egyptian imagery was used to help students become familiar with the style. Students designed and printed linoleum prints in different colors. They then critiqued their work and made their selection for the pyramid. (KM)

Presents a teacher's guidelines for early childhood teachers who use art postcards with young children as part of the art appreciation and aesthetics program. (BB)

Describes Faith Ringgold's artistic efforts to create quilts that combine art and ideas in such a way that neither suffers. Gives a biographical sketch of this artist. Provides a tear out art print of "Church Picnic Story Quilt" and suggests activities for elementary and secondary lessons. (KO)

Describes the collection of art work produced by male orphans at Starhie school (Nairobi, Kenya). The drawings portray scenes of village life which are representative of past experiences of these students. Suggests ways in which these materials can be used in the classroom. Offers selections of drawings. (KO)

Describes the Archi-Teacher project which is designed to help the classroom teacher cultivate students' sensitivity and knowledge about design elements in their environment. Discusses the master teacher component of this project and notes the ease with which design education can be fitted into the general curriculum. Provides information on sample…