Art becomes "moving life" as students portray characters in museum works of art. (Editor/SJL)

Presents guidelines for an efficient class trip: pre-visit the site with the parent chaperones; delegate groups of students to carry out specific assignments during the field trip; and plan class follow-up activities. (SJL)

In Cleveland, high school art majors explore art careers through a series of visits with working professionals in various fields of art. (SJL)

In an individualized field trip approach, office procedures students identify an organization in their field of interest and observe an employee on the job to gain insight into job skills and clarify their career goals. (SK)

Describes a museum experience for fourth, fifth, and sixth graders designed in the form of a treasure hunt/questionnaire. This tour format, which does not require the presence of an art specialist, was used at the Isabella Stewart Gardner Museum in Boston. (SJL)

Describes the Smithsonian's summer program which emphasizes the development of language skills for hearing-impaired elementary school children. In week-long sessions, students concentrate on one part of the collection. Emphasis is on naming objects and understanding concepts by engaging in a number of reinforcement activities. (KC)

Criticism is offered concerning the biases of exhibits in science and technology centers provided by industries. Some are said to promote the activities of the industry and ignore the chance to challenge visitors by presenting balanced information. (SA)

Describes how teachers of young children can plan a field trip to an animal shelter as an educational experience in animal care and value concepts; also offers curriculum possibilities. (JH/BF)

A two week, 3,000 mile, geology field trip for secondary school earth science students through New England is discussed. Student expenses, preparation details, accommodations, meals, transportation, course credit, and fieldwork are considered. A detailed trip itinerary is included. (BT)

Discusses benefits of a field studies program in which problems are initiated by students and participation is unlimited. Formal proposals outlining details of the research, finances, and logistics are written and submitted to the board of education by the students themselves. (CS)

More and more schools are making camping part of the curriculum. Whether you and your class take a simple overnight or a week-long trek into the wilds, you'll find help and encouragement in these three articles. (Editor/RK)

Because it is interdisciplinary in nature, environmental education is readily adapted to various subject areas. Describes an effective, multidisciplinary teaching technique in which both social studies and science are stressed, studying the inter-relationships between early people and their environment. (Author/RK)

Includes articles on character building in agricultural education, using community resources, cooperating with the community, identifying community resources, reintroducing field trips, enhancing career development through authentic learning, and sharing roots with the community. (JOW)

Discusses why history and "thinking outside of the box" should encourage schools to acknowledge that they are potentially vulnerable targets of terrorism. Presents new safety and security issues raised by the threat of terrorism, including anthrax scares, cell phone use, and field trips. Describes "heightened security"…

Interviews with 15 agriculture students before and after a field trip to Puerto Rico indicated that they considered it a significant and valuable learning experience that provided direct hands-on involvement. They learned content, were able to apply it, and developed sensitivity to another culture. (Contains 23 references.) (SK)