Explores the use of family stories within art education. Discusses how students can find stories at home and the importance of finding one's self-identity through stories. Focuses on how students in a college art appreciation course create masks for story telling. Includes examples of student work. (CMK)

Discusses the differences and goals of four areas: (1) art appreciation; (2) art history; (3) art aesthetics; and (4) art criticism. Offers a definition of art appreciation and information on how the view of art appreciation in education has changed over time. (CMK)

Presents the constitution and bylaws of the National Art Education Association. Includes the preamble to the constitution;, the nine articles within the constitution covering topics, such as organization and governance, elections, and meetings; and the ten bylaws revised in 2001. (CMK)

Describes arts-based, anchored instruction at Fair Arts IMPACT Elementary School (Columbus, Ohio), a five-week program centered around "Sunday Afternoon on the Island of La Grande Jatte" (Georges Seurat). Addresses unit objectives such as understanding social climate with respect to race/gender discrimination and examining why people create…

Discusses the genesis of the Rembrandt Teaching Project, a discipline-based arts curriculum focusing on art history, art production, art criticism, and aesthetics. Developed for a group of New York City middle school students, the goal of the curriculum focuses on critical thinking skills. (DAJ)

Describes two activities (domain projects and process portfolios), used in a middle school setting, exemplifying a multiple intelligence (MI) approach to art. Proposes a format for infusing MI into art instruction at all grade levels. (DAJ)

Presents a lesson plan for 4th and 5th grade students presenting four views of U.S. artistic responses to nature, society, and technological advances. States the goal is for students to analyze, compare, and contrast how artists define the United States. (DAJ)

Compares early childhood classrooms in Italy and the United States. Concludes that art educators must create environments that support children's aesthetic and artistic development, incorporate aspects from the world into the life of classrooms, and critically examine classroom learning spaces. (DAJ)

Recommends that art be shown to toddlers, while being receptive to the different ways in which they respond. States that images should relate to the toddler's interests and be placed at their eye level. Discusses how to involve the toddlers' parents. (DAJ)

Describes what artistic play is and how it can be integrated into classroom activities. Gives an example with preschool children creating artistic solutions to a role playing situation given to them by their teacher. States that artistic play is facilitated by the proper environment and by teachers. (DAJ)

Explores why art teachers include various objects and resources in their classroom environments. Focuses on different categories of art teachers: (1) high priest (concerned with personal expression); (2) technocrats (concerned with exploration); (3) social workers (concerned with social awareness); and (4) pedagogues (concerned with developing the…

Focuses on the use of classroom art talk, addressing how to talk about art in school and the scope of classroom art talk. States that there are at least four reasons to study high school classroom art talk. (CMK)

Describes the different types of graffiti: (1) private forms of graffiti (doodling and latrinalia); and (2 public forms (gang graffiti, tags, and pieces). Uses teenage psychology to interpret adolescents' involvement in graffiti. Examines graffiti art in relation to its educational implications for secondary art education. (CMK)

Presents an instructional resource on Haitian art and provides historical information on Haiti. Features four artists: (1) Hector Hyppolite; (2) Edouard Duval-Carrie; (3) Paul Claude Gardere; and (4) Bien-Aime Sylvain. Includes background information on each artist, learning activities, and reproductions of their artwork. (CMK)

Presents an online unit titled "Images of Me" to illustrate how themes can build connections to students' prior knowledge, how to use inquiry questions, and how to utilize online art reproductions. Examines how four middle and high school art teachers used the "Images of Me" unit. (CMK)