Assembles information about theories of child art into conceptual basis related to interpretation of children's art. General overview of nine theories or models of child art (naive realism, recapitulation, personality, developmental, intellectualist, haptic-visual, perceptual development, perception-delineation model, and author's synthesis) gives…

Introduces the subject/object juxtapositions inherent in the writing of history. Compares these "perspectives" with subject/object positions in the visual arts to present not only a background to current historiographic models, but to also suggest ways to extend beyond traditional historical method. (SR)

Offers background information on the art form of visual poetry. Suggest that visual poetry occupies an "intermedia" space between linear poetry and the visual arts. (RS)

Presents a discussion of visual poetry in Mexico and six examples of visual poetry. (RS)

Presents an informal discussion with composer John Cage which includes his response to George Maciunas' work, his recollections of Marcel Duchamp, the complex relationship between inelegant material and revealing works of art, neo-Dada and neo-Fluxus, Wittgenstein and the artist's ultimate responsibility to initiate a change in the viewer or…

Over 200 works of an older woman artist were analyzed on 240 variables to assess structural and symbolic relationships to the artist's influences and intentions. Three themes emerged: the need to tell one's own unique story; the desire to share with others through the creative process; and the use of the arts for personal healing and problem…

Defines the scope of research concerning "inscriptions in painting" from a semiotic point of view. Shows that in cases from medieval pictograms to modern new concreteness inscriptions are used to subvert the pictorial content of art works. (RS)

Argues that Fernand Leger avoids the mimetic use of literary elements in order to subvert the conventions of the illustrated book and subordinates meaning to a graphic interplay where word and image can, on occasion, become interchangeable. States that Leger subverts the borderline between readable and nonreadable, lyric and painterly. (RS)

Notes that Jules Kirschenbaum, a modern American artist whose work integrates inscriptions and figurative painting, studied under the masters of abstract expressionism yet exhibited with protagonists of "magic realism." States that his later work took a wholly different turn--it became art about meaning and the "meaning of…

Traces how broad, historical, conceptual frameworks established by Arthur Efland continue to be useful in categorizing contemporary arguments on the form of art education. Contends that many popular justifications for art education lack a solid epistemological rationale. Advocates an approach to art education as a study of reasoned perception.…

Presents an interview with Yumi Heo, a writer and illustrator who has published 15 picture books for children over the last seven years. Notes that her books include Korean folktales, family and childhood experiences, a nonfiction book on dandelions, an alphabet book about Asia, and even a pop-up book. Discusses what she hopes to accomplish as an…

This essay demonstrates how visual works of art may operate rhetorically to articulate public knowledge, to illustrate the moral challenges facing citizens, and to shape commemorative practices, through an analysis of Norman Rockwell's civil rights paintings of the 1960s. By examining the rhetorical aspects of these paintings, including their form…

This article discusses the National Art Education Association's strategic plan for art education. Their plan states that all PreK-12 students deserve a comprehensive, balanced, and sequential program of instruction in the visual arts. The Association's primary vision and goals are described.

What should children learn during the preschool years? In "Eager to Learn: Education Our Preschoolers," the National Research Council responds by saying children will learn language, mathematics, and science. And these "privileged domains" do seem to dominate its curriculum. Nevertheless, the National Research Council does not mean to imply that…

Developing learning experiences around real-world scenarios engages students in hands-on, authentic learning that promotes skills such as: research methods, collaboration, workplace skills, persistence, information organization and application, and self-reflection practice. The final work, new skills, and knowledge may then be demonstrated to an…