Outlines a collaborative processing model of art education what draws upon the language and learning notions of Lev S. Vygotsky. Emphasizes the role of the learner in collaboration with her/his social environment rather than traditional disciplinary boundaries. Synthesizes the principles of transactional learning theory and the processes of making…

Describes the creation of a traveling art museum to expose elementary and middle school children to contemporary art. Maintains that this is a sound way to build school and community support for art education in general. (KM)

Discusses how computer experiences need to move beyond lessons that regard the computer as merely an extension of older art forms to studies that examine the inherent qualities of the medium. Maintains that art teachers should take advantage of the rich interchanges that can be developed between art and technology. (KM)

Reports on a study of seven preschool children engaged in drawing activities with traditional media (crayons, felt-tip pens, etc.) and a mouse-driven computer paintbox program. Finds that the same basic media-independent strategies are used when children try to establish a relationship between their mark-making actions and the resultant effects.…

Presents an instructional unit containing five activities centered around paintings by Leon Golub. Helps students understand the processes of art criticism and the social context in which art works are analyzed and criticized. Provides guidelines and questions for a comparative analysis of three contemporary art critics. (CFR)

Studies the pedagogical growth of two student art teachers as measured by their language during practicum interviews. Measured the level of description of teaching activity and level of explanation of activity success. Delineates the value of this research and notes factors that limit the drawing of broader conclusions. (DSK)

Defines two terms, censorship and "disturbation," and relates them to the responsibility of art educators to allow artistic free expression, but within certain realms of social responsibility. Argues that art educators should attempt to develop a provocative young artist's "disturbation" into mature and conscious forms. (DSK)

Describes the results of the National Assessment of Educational Progress (NAEP) 1997 Arts Assessment of music, theater, visual arts, and dance. Presents results for the achievement of eighth graders in music, theater, and visual arts. (Author)

Discusses the history and reasons for community-based mural art in North America. Describes the steps involved in a community-based mural project for students in which they work in groups to develop a mural theme and a sketch of the mural, paint the mural, document the process, and then present the mural to the class. (CMK)

Describes two sixth-grade lessons on the work of M. C. Escher: (1) the first lesson instructs students on tessellations, or tiles that interlock in a repeated pattern; (2) the second lesson explores Escher's drawings of transitions from two- to three-dimensional space. (DSK)

Evaluates the National Assessment of Educational Progress (NAEP) in the visual arts, discussing issues such as the formulation of performance expectations and reporting procedures. States that, when exploring the scores, the context within which the arts are taught must be considered. Asserts that educational improvement requires changes in the…

A high school teacher researched the use of journals with art students. The teacher describes the research, obstacles, and redirection, noting that though students were not enthusiastic about journals in art class, many admitted that writing helped with their art. The research project improved communication between her and her students. (SM)

Presents an art project in which middle school students copy an artwork by a master artist, research to find a picture of the artist, and create three-dimensional portraits of the artists. Describes the project and lists the materials needed. (CMK)

Presents a project for high school art students called "The Playground Beautification Project" where they created: (1) "Cartoon Playground", featuring benches painted with checkerboards and decorated with cartoon and storybook characters; and (2) "Artist Garden", displaying benches painted with surrealist and post-modern art. (CMK)

Focuses on the philosophies and practices of art education in the primary and lower-secondary schools that have occurred since the early twentieth century. Identifies the different policy issues facing art education, such as integration into other subject areas using visual representation, creativity and the aesthetic learning processes, and…