Activities intended to encourage creative expression in all areas of the K-6 curriculum are presented for use by parents and teachers. Language and visual arts activities are emphasized and are integrated with the areas of social science, mathematics, science, self-esteem, and values clarification. The amount of materials needed and the…

This article explores transfer of learning in the arts to non-arts learning. The analysis is presented in the context of theories of knowledge acquisition more generally. Behavioral and neuro-function processes are discussed.

Two approaches to teaching dance, drama/theatre, music, and the visual arts are interwoven into a comprehensive whole in the framework described in this document. The first approach views arts instruction as direct student involvement in the expressive modes of the arts. The second approach views the arts as a means of acquiring cultural literacy.…

The curriculum guide details a unified sequential art program for grades 7-12 and clearly outlines specific objectives and descriptions of concepts and experiences. The objectives are designed to accommodate sequential learning and are derived from the goals and philosophy of the program. The format describes appropriate objectives and concepts…

A biography for elementary school students of Patrick Des Jarlait (Ojibwe), an American Indian painter, includes photographs of the artist and some of his work. A teacher's guide following the bibliography contains excerpts from the artist's published reminiscences about his childhood, learning objectives and directions for teachers, suggested…

Community and educational organizations are provided with guidelines for complying with the National Endowment for the Arts 504 Regulations for incorporating the needs of the disabled into programming efforts. Information is presented in three chapters. Chapter 1 focuses on the 504 regulations. Following an introduction, subsections describe the…

This extensive curriculum guide provides teachers of young children ages three to six with some specific lesson plans using the fine arts--music, drama, creative movement, and visual arts--to teach the "essential elements" in early childhood education. In addition, systematic, thorough evaluations of a variety of materials, kits, resource and…

Current knowledge and practice relating to young children's aesthetic development and education are reviewed in this state-of-the-art report. Beginning with a brief section highlighting theoretical problems and approaches to the psychological study of aesthetic response, the review subsequently describes three common strategies used in aesthetic…

More than 300 citations of books, articles, and conference papers published primarily within the last 20 years are listed with brief descriptions. The works include discussions of developmental theory, art education, art criticism, aesthetics, and philosophy of science as well as experimental studies. Research topics cover aspects of cognition…

Contents of this teacher's manual for use in an industrial design course are the same as that of the companion student manual except that answers to the objective tests are included. Chapter I describes the emergence of industrial design as a profession and emphasizes specific designers and their contributions to the field. A twenty question…

This volume of selected readings is designed to aid artists and educators in the development of a knowledge base within the realm of lifelong learning and the visual arts. Compiled for use by both student and practitioner, these readings are divided into three chapters. The first chapter provides readers with background, rationale, and directions…

The major thesis of this paper is that the teaching of English should be interdisciplinary. The paper shows that the works of George Bernard Shaw and William Shakespeare are interdisciplinary and observes that the greatest current educational need is for breadth of education and interdisciplinary linkages rather than for transmission of facts. It…

ON THE BASIS OF THE ASSUMPTIONS THAT EDUCATION NEEDS TO DEVELOP CHILDREN'S FEELINGS AS MUCH AS THEIR ABILITIES TO RETAIN FACTS AND UNDERSTAND CONCEPTS AND THAT INSTRUCTION IN THE AREA OF AESTHETICS IS POSSIBLE, THIS STUDY DESCRIBES AND EVALUATES A PROGRAM FOR PRIMARY CHILDREN IN WHICH MOVEMENT EXPLORATION IS EMPLOYED TO DEVELOP AESTHETIC CONCEPTS.…

This document describes the results of a seminar convened in England and attended by representatives of national, regional, state, and local cultural organizations from France, the Netherlands, Sweden, the United Kingdom, and the United States. An overview of the status of decentralization in cultural programming opens the document. Diverging…

Forty students, grades 4 and 8, were given match-to-sample tests on Western art, to gauge their ability to recognize paintings by the same artist. Eighth-graders performed reliably better than fourth-graders, and their matching justifications were more advanced. Prior artistic experiences improved style sensitivity. (SJL)