This fourth and final article in a series about children's story drawings describes a school art program based entirely on the visual narrative in which all art classroom activities and projects are based upon either visual storytelling or upon developing graphic vocabulary and grammar skills needed for visual narration. (Author/KC)

Describes the "Culture Center" designed by Le Corbusier and located in Firminy, France. The role of the center in arousing intellectual curiosity in people living in a technological age is discussed. The audience of this culture center, young people, and the types of activities directed toward them are described. (AMH)

Describes a half-year curriculum called "Portraits," developed by three middle school teachers in collaboration with the education department of a museum, in which students learn and practice the skills involved in visual observation and apply them to reading and writing: precise observation of detail, accurate inference based on these facts, and…

Analyzed three fifth-grade textbook series and the teachers' editions for the distribution of artistic forms of representation and the social studies content with which those representations were associated. Found that visual art was the primary representational form and was used as evidence for students to perceive and respond to when studying…

Outlines several methods for students at elementary levels to use cut-out lettering. Describes a name creation project, a scrabble bulletin board, and methods to teach the language arts. Maintains that, if students use their own letterforms in the classroom, they will be more involved in learning. (KM)

Explores critical activities in the visual arts and how they can enhance art appreciation. Outlines sources of criticism, different types of criticism, the varied backgrounds of art critics, and the artist-critic relationship. Maintains that, by emphasizing interpretive aspects, school art criticism can come closer to professional art criticism.…

Presents a prospective view of art education by examining the literature of past events. Outlines the three stages of the art education evolutionary process: (1) establishing guidelines for discipline-based art education (DBAE); (2) questioning the assumptions of DBAE by critics; and (3) resolving previously raised issues. (KM)

Describes the program Teach the Teachers that has been developed by the American Institute of Architects (AIA) in an effort to acquaint teachers with the built environment through hands on experiences. Gives examples of teacher generated classroom activities that are designed to enhance students' appreciation of good design. (KO)

Asserts that the practice of drawing in sketchbooks contributes something valuable and unique to young children and to those who teach them. Maintains that voluntary drawings offer children a form of engagement in art-making that is substantially different from what they experience in lessons initiated by a teacher. (CFR)

Presents a three-activity lesson plan based on Weir Farm, home of Impressionist painter J. Alden Weir and listed on the National Register of Historic Places. Includes three student readings, three maps, and a tabular chart. Outlines step-by-step instructional procedures and a list of books for further reading. (CFR)

Contends that postmodernism has influenced profoundly the direction of visual art in contemporary society. However, art education has not been affected by these social and philosophical changes. Summarizes components of postmodernism and defines connections between them and the art education field. (CFR)

Provides instructional strategies and materials designed to introduce students to Spanish art. Includes four lesson plans with student objectives, background information, and step-by-step instructional procedures. Also includes four full-page color reproductions of paintings by Murillo, Picasso, El Greco, and de Goya. (CFR)

Presents a discussion of laser disk systems developed by different institutions to store and distribute information and visual images. Includes information on storage, preservation, and use in the classroom or for research. Evaluates image quality, storage capacity, and transmissibility. Urges use of the videodisk to organize information and…

Argues that art history should have a more prominent place in primary and secondary education. Suggests promoting art history by (1) ensuring that teachers are knowledgeable in the discipline; (2) studying art history through other disciplines; and (3) exposing students to real artworks, local architecture, and the significance of popular culture.…

Reviews alternative assessment practices in several nations and questions whether these techniques should be used in the United States. Focuses on moderation, a technique in which trained evaluators adjust grades to ensure equitable distribution among participating schools. Concludes that evaluation in art education presents special problems and…