This document outlines the performance standards for visual arts in North Dakota public schools, grades K-12. Four levels of performance are provided for each benchmark by North Dakota educators for K-4, 5-8, and 9-12 grade levels. Level 4 describes advanced proficiency; Level 3, proficiency; Level 2, partial proficiency; and Level 1, novice. Each…

The standards in this document are based on previous North Dakota standards, national standards, and standards from other states. The purpose of these standards is to provide a framework from which teachers in North Dakota can design their visual arts curriculum. The expectations for the knowledge and skills that students should acquire are…

Dance, music, theater, and visual arts are everywhere in life, adding depth and dimension to the environment and shaping people's experiences, often deeply and subtly. This Arizona standards guide is based on the premise that all students will achieve the essentials level in the four arts disciplines (the aforementioned music, visual arts,…

Identifies a number of techniques that can help keep down the cost of operating plant management programs. Discussed are administrative economies, purchasing economies, manpower savings, maintenance saving, and cost-benefit analysis. (Author/DN)

Discusses the relationship between aesthetic value and the improvement of perception of visual artwork. Recent experiments have attempted to improve visual perception of school children, and to study their developmental preferences in art. But art has moral dimensions, and aesthetic education must also facilitate the appreciation of aesthetic…

The impact of Pestalozzian methods on art and music education in the 19th century is examined. In both disciplines these methods departed from traditional rote methods through the use of exercises to measure space (drawing) and time (vocal music). Each developed differently because of social forces affecting their educational roles. (Author/IS)

Describes a program which has incorporated effective and enduring arts education practices since 1937. Available from American Theatre Assoc., 1000 Vermont Ave., N.W., Washington, D.C. 20005; single copy $4.00. (PD)

Compared perceptions of the residential environment of students who participated in painting their living units with those of nonparticipants. Participants perceived a high degree of commitment and friendliness from residents, while nonparticipants perceived their environments much less positively. Men showed more negative attitudes than women.…

Presents an interpretation of the history of the development of visual and verbal language, and argues for the place of electronic technologies of visual and oral languages in the language arts curriculum. (DF)

Describes a school-wide project in which elementary students beautified their school walls with murals of their own design. This article is one of four in this issue on elementary school mural projects. (SJL)

Third- and fourth-grade volunteers created two large murals at Nishuane Elementary School. This article is one of four in this issue on elementary mural projects. (SJL)

Presents a unit for use in high school English classes on "A Short History of American Painting, Colonial Period Through 1900," and discusses how it was developed. The unit was used in the ninth grade, but it can be modified to facilitate the teaching of a variety of skills at any grade level. (JM)

There are a number of Web-based Internet resources available in the performance arts, created by hobbyists, amateurs, professionals, and corporations for commercial and recreational purposes. Collected here are Internet sites in the areas of music, dance, film/cinema, and theater/drama that are useful when answering typical reference questions in…

Argues that classroom learning requires teachers who are keenly aware of everything that poetry and art bring to human existence, as well as an environment that is stimulating and peaceful. Describes elements of successful classroom environments. Suggests methods for teaching poetry and for inspiring students to create paintings. (AJL)

Describes a project about narrative in art that combines a study of art history with art reproductions. Explains that the students create before and after pictures on postcards for famous works of art. States that students were asked to choose an artist such as Norman Rockwell, Edward Gorey, or Jonathan Green. (CMK)