Argues that classroom learning requires teachers who are keenly aware of everything that poetry and art bring to human existence, as well as an environment that is stimulating and peaceful. Describes elements of successful classroom environments. Suggests methods for teaching poetry and for inspiring students to create paintings. (AJL)

Describes how junior high school students in Arizona combine what they have learned in ceramic history class with ceramic production skills to create their own personal ceramic heads in their images. (KM)

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 creative book craft can be used to teach art history and appreciation, creative visual experience, and writing opportunities for all students. Outlines how students can create decorative papers and bind them into personal folders. (KM)

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)

Provides a lesson plan for teaching K-three students to analyze and empathize with a portrait by post-impressionist painter Vincent van Gogh. Describes background of the artist and the painting "The Postman Roulin." Suggests instructional strategies, activities, and evaluation methods. Lists bibliographical material relative to van…

Analyzes seven characteristics of childhood play and describes way in which current computer technology for young children either allows for, or detracts from, creative play experiences. Argues that refinements are necessary before the computer can approach the effectiveness of more traditional materials in stimulating creative play experiences…

To enable college students to grapple with their own process of creating, students complete a project that involves collecting a variety of small objects, dividing the objects into two categories, telling a story using all the objects, describing their feelings about the categorization and story-telling activities, and writing about their creative…

Describes "Bop," a game that considers solely the sequence of letters. Words are determined to be equivalent if different letters of one word become different letters in the other word in exactly the same order. Examples of four-, five-, and six-letter words and BOProblems are provided. (MDH)

Describes the origins of the Peruvian Nazca Indians double-spouted jugs. Provides a lesson plan so students can create their own double-spouted jugs. (KM)

Contends that art therapy promotes mental health beyond diagnosing and treating illness. Outlines four overlapping ways that art contributes to mental health: (1) giving people a sense of identity and place; (2) conferring status; (3) expanding and directing thought processes; and (4) utilizing the security of the rhythmic "takeover"…

This study used F. Fiedler's task structure analysis to probe emergence and maintenance of leadership in groups of gifted secondary students (N=122) engaged in unstructured, creative production. Results are discussed in terms of relationships between group perceptions of leadership effectiveness, group product creativity, and leadership style…

Maintains that the need for music educators to provide services for adult learners is increasing. Discusses modifying music teacher education programs to meet this need. Reviews theories of developmental education and the special needs and concerns of older learners. (CFR)

Relates an interview with Jonothan Neelands, author of "Making Sense of Drama,""Learning in Imagined Contexts," and "Structuring Drama Work." Describes the different roles drama and theater can play in the lives of the student and the school, including that of using drama to explore language arts, science, or history. Discusses Neelands' theories…

These new paperbacks and recent paperback reprints present simple and complex math concepts as engaging, challenging puzzles and can make math fun for children from preschool through primary grades. (Author/AEF)