An activity is described in which children explored ways of changing a nontessellating circle into curved shapes which would tessellate. (MP)

Discusses some of the special art shows presented in honor of the nation's second century. Two examples were The Hudson River School: 19th Century American Landscapes, presented at the Wadsworth Atheneum in Hartford, Connecticut, and The World of Franklin and Jefferson at the Metropolitan Museum of Art in New York City. (Author/RK)

Attitudes of religious institutions toward art are discussed. It is suggested that art is regarded with suspicion because it involves the senses and sensibilities, and that Protestant-English based theology is afraid of sensuality because of its changing, rather than predictable, nature. (RW)

Presents print and CD-ROM versions of a pictorial and narrative history of America for the general reader published by Knopf and ArtLook containing more than 500 photographs selected from the visual collections of the Library of Congress. Describes the historical context of 27 highlighted illustrations. (PEN)

This article describes the Art Elective Program (AEP), a government supported program for gifted students at a girls' high school in Singapore. The AEP offers academically talented students, who usually concentrate on the sciences, exposure to the visual arts. Students study drawing, painting, design, and art history; do projects; and participate…

Discusses multiple ways to view nature by giving examples from several books and publications. Suggests that each art form and cultural perspective provides a different approach to the essence of an organism. Warns educators about the pros and cons of scientific imaging. (SOE)

In arts-based research, the mode of inquiry through an art form generates new insights that would not have been revealed through a traditional written format. Three sets of criteria for evaluating arts-based research are presented that privilege the written word. Additional criteria are offered for visual arts-based research. (Contains 22…

Presents a collection of letters, poems, and artwork by children in response to the tragedy of September 11, 2001. Tells how students throughout the United States picked up their pens, pencils, crayons, markers, and paintbrushes, and attempted to make sense of this most incomprehensible act. (SG)

Children who left a gap between the sky and the horizon in their drawings and paintings were significantly younger than those who left no gap. Omission of the gap was associated with the use of devices to represent three-dimensional space in two dimensions. (RH)

Presents four lesson plans designed to teach K-12 students about ceramics and the artists using the medium. Each lesson is centered around one ceramic piece: (1) "Wall Clock," by the Chantilly Porcelain Factory; (2) "Poppy Vase," by Adelaide Robineau; (3) "Laughing Eyes," by Pablo Picasso; and (4) "Ceramic Drum Jar," by Tsayutitsa. (GEA)

Identifies eight resources that help educators extend and enrich the literacy experiences of students through the weaving of drama, music, and the visual arts into responses to literature, writing, and other areas of the curriculum. (RS)

Discussion of issues concerning the protection of artists' and authors' rights focuses on moral rights. Highlights include copyright; intellectual property protection; new technologies, especially multimedia; the example of digital photography; examples of previous cases; and the Visual Artists Rights Act of 1990. (Contains 24 references.) (LRW)

Presents an interview with videographer Carole Anne Klonarides that explores her manipulation of space, time, and visual texture, which often results in an altered sense of history. Notes how her goal to create believable sequences together with her desire to move beyond the stereotypical uses and formats of contemporary television show the…

Describes a renovation project in the children's section of the Kalamazoo Public Library that utilized the same space but made it more visually appealing through the use of art. Grants and other funding sources are described that helped provide for the creation of murals, soft sculpture, and stained glass windows. (LRW)

The National Standards for the Arts are part of Goals 2000. The public must be made aware of why national visual arts standards are needed and how they relate to state art education frameworks, district curriculum guides, and lesson/unit plans. The goal of all arts education is to develop basic literacy in visual arts, music, theater, and dance.…