A quarter of a million schoolchildren participated in the 1981-1982 PTA Reflections Project whose theme was "What Makes Me Smile.""Reflections" was initiated to increase childrens'"hands on" experience in the arts. Twelve entries became winners in the visual arts and were on display at Chicago's Junior Museum. (CS)

High School students can abstract or reduce an original watercolor painting into a series of strips to produce a visual explosion of shapes, lines, and colors still recognizable as original. (AM)

The author describes how the true principles of the scientific inductive method are not opposed to the principles of teaching visual art criticism, and suggests that the inductive method of teaching visual art criticism strips it of its mystique in order to make clear its vital role in intellectual development. (KC)

Thirty middle-class preschoolers (ages three to five) were tested with the Acuff and Sieber-Suppes Manual for coding children's responses to paintings and two forms of the Embedded Figures Test. At age 5, significant positive correlations were found between cognitive style and total cue attendance and two attributes, sensory and organizational.…

Twenty-four students (9 to 13 years old) were questioned about the metaphoric content of poetry, paintings, and dance. Interviews dealing with poetry were briefer and less animated than those dealing with paintings, suggesting that improving the capacity to understand metaphor in reading materials is a desirable goal. (CL)

Presents a technical history of color microforms along with problems associated with their use, such as permanence and reading equipment. An analysis is then given of possible applications of color micropublishing, with a discussion of eight different categories of materials. (Author/CMV)

The main topic of this essay is about feeling and felt intuition as cognitive, particularly in the field of aesthetic experience. (Author/RK)

An art teacher at South Shore High School in Brooklyn, New York, uses blot paintings as a wedge into the teenager's fantasy world thereby defining nebulous shapes into concrete, but often delightfully outlandish, subject matter. (Author/RK)

Recent years have seen the publication of an increased number of works about African American artists. This essay notes and briefly describes works dealing with individual artists (not dissertations, however), including some by the artists themselves. A sidebar notes books for children on individual black artists. (SLD)

Argues that fine arts have never gained a major place in either public school curricula or educational research because artists, critics, and educators have been unable or unwilling to define art. Proposes a working definition of art as visual communication that would permit systematic curriculum development and instructional research. (FMW)

Discusses the effects of teaching rural East African children to portray human beings by means of stick conventions. Sees this imposition of rational knowledge as inhibitive to the aesthetic outlook of students. Argues that an imposed art style suppresses imaginative identification in any setting. (KO)

Explores the context within which the early masterpieces of Tennyson and Picasso were created, the style and substance of the work themselves, and the possible relationships between their young and old selves as mediated by their own artistic creations. Notes similarities between Tennyson and Picasso. Contends people may also transcend their…

Resistance to self-direction in learning may be overcome with methods used to address resistance to portfolio assessment: training teachers thoroughly, requiring teachers to use reflection in their own learning, and training students to be reflective. (SK)