Provides sources of information for (1) the rationale and theory for integrating the arts and reading instruction, (2) practical suggestions to combine reading and the arts, (3) the results of research that investigated the integration of reading with the arts. (FL)

Reviews empirical and theoretical writings showing how visual arts affect: growth of perception and awareness through use of the senses; clarification of styles of thought and their effect on personal expression; inventiveness and general problem-solving ability; feelings of confidence and self-worth; and general learning motivation and success.…

Approaches to gaining solid, continuing support for the art program in Dade County, Florida are outlined. The authors state that the advances made are the result of hard work and painstakingly earned administrative support. Each action step described is followed by a description of the result of that action. (KC)

A search for stained glass bibliographic information using DIALINDEX identified 57 DIALOG files from a variety of subject categories and 646 citations as relevant. Files include applied science, biological sciences, chemistry, engineering, environment/pollution, people, business research, and public affairs. Eleven figures illustrate the search…

This paper examines what career education is, what kinds of career education efforts exist in the visual arts, and what art teachers can do to introduce career education learnings into existing programs of study. (Author)

There is currently no way to determine whether educational benefits of arts programs are myth or reality because the learning experiences have never been verified. Art educators, instead of aiming for vague general goals, must develop specific educational objectives and undertake the research to validate them. (Author/JM)

Throughout European history, artists have celebrated the values of their patrons. Today, the schools are the largest employer of artists. To justify art education according to current Back-to-Basics values, art teachers should explain visual art as a language, which they can teach students to read and use. (SJL)

Describes the Eureka cross-cultural model that is designed to assist in identification of hidden potential in the visual arts and sciences through the process of enrichment among elementary children from different socioeconomic or cultural backgrounds in Israel. Positive findings from a longitudinal study of the program are discussed. (CR)

Presents background information about the artist El Greco. Focuses on his painting of Saint Peter,"The Penitent Saint Peter," chosen because of the facial expression and body language. Includes a reproduction of the painting and information about the painting. (CMK)

Focuses on the use of the art technique called watergraph in which students use watercolor to paint over photographs. Provides three examples of how teachers used this process with their students, including creating self portraits inspired by the work of Edgar Degas. (CMK)

Examined the life histories of early adolescent participants in Artists in the Making, a program designed to motivate inner city youth through participation in visual arts classes. Student interviews indicated that, despite participant diversity, there were several common themes, including self-discovery, problem solving skills, opportunities for…

Presents an art activity for fourth- and fifth-grade students in which they pretend to be advertising designers and create an advertisement for a real or imaginary product. Explains that the students select the product and also a famous work of art that is related to their product. (CMK)

Focuses on the home of Charles Demuth that is located in Lancaster, Pennsylvania. Describes, in detail, the house and the Demuth Tobacco Shop, which is located next door to the house. Includes information on the life and work of Demuth. (CMK)

Presents a lesson that teaches students about abstract art in a fun way. Explains that students draw cats, learn about the work of Pablo Picasso, and, in the style of Picasso, combine the parts of the cats (tail, legs, head, body) together in unconventional ways. (CMK)

Provides historical background on mosaics. Describes an art activity in which students create their own mosaics. Discusses what the students can use as material to make the project much more cost effective and explains the process of creating the mosaics in detail. (CMK)