Characterizes the use of recycling "junk" as a means for creating art by exploring various recycling traditions that are present in the United States. Demonstrates to students that "junk" can be fashioned into beautiful works of art. Offers four works of art and provides discussion questions and project ideas for each artwork. (CMK)

Explores a 3-week seminar in which eight art teachers and two science teachers participated in order to investigate their perceptions of integrating the teaching of art and science and what affected their attempts to interconnect the two subjects. Reveals the findings and implications in detail. (CMK)

Addresses the potential art has for developing and defining the self in young children. Provides an overview of the various stages in children's development of self through art focusing on their conceptions of space, the onset of realism in their drawings, and adopting themes as a mode of expression. (CMK)

Maintains that the disparities in funding for art programs affect schools with minority students more than Anglo schools. Presents the results from a study of three Texas school districts in order to investigate the inequality in funding for secondary art programs. Offers ideas for supplemental funding and addresses funding equity. (CMK)

Reviews the traditional approach to ceramics education that focuses on studio-based, formalist curriculum and Modernist concerns. Argues for a comprehensive, or contextual, ceramics education in high school classrooms that would include contextual information about ceramic objects. Discusses example ceramic objects by various artists. (CMK)

Describes "the world of the work" as the state of affairs an artist projects, including what is suggested and inferred as well as what is represented directly. Discusses how teaching "the world of the work" concept to preservice art teachers enables them to access the representational content of artworks. (CMK)

Describes a "critical pedagogy" that encourages reflective self-examination of attitudes, values, and beliefs within historical and cultural critique. Highlights an art lesson for preservice teachers that illustrates the use of a critical pedagogy of representation, focusing on self-portraits by Frida Kahlo and Leonora Carrington. Discusses the…

Presents a collection of activities that teach upper-elementary and middle school students about narrative devices, methods or formats that artists use to tell stories. Includes the reproductions of the artworks, background information, discussion questions, activities, and evaluation. Provides a final activity and discussion for the entire…

Describes the Peers on Contemporary Art (POCA) program at the Institute of Contemporary Art (ICA) in Philadelphia (Pennsylvania), for which 9th-12th grade students act as tour guides. Focuses on issues such as the students' role in curriculum planning, the application and training process, description of the tours, and reasons for POCA's success.…

Explores parents as informal art teachers, considering the reasons for studying art teaching by parents. Provides examples of how some parents teach and the instructional methods they use. Discusses parental behaviors in the art classroom and offers suggestions on the need to reflect a "parental" teaching approach. (CMK)

Describes a 3-year project designed to serve the needs of artistically talented students, focusing on the project's assessment as a "cautionary tale" for people involved in large-scale, authentic assessments. Describes project evaluations for years two and three and provides recommendations concerning outside evaluators and large-scale educational…

This article begins with a brief summary of the findings of a recent research project that surveyed the content of the art curriculum in a selection of English secondary schools. The research findings suggest a particular construction of pedagogised subjects and objects rooted in ideas of technical ability and skill underpinned by a transmission…

This article addresses the issue of Caribbean cultural under-representation in school art departments. It argues that diasporic subjects are not seen and their cultures not recognised precisely because their contributions to the way we live are indivisible from the mainstream. This in contradistinction to some groups whose cultures and heritages…

Design education is an aesthetic and humanistic approach for teaching how to contribute to the improvement of the conditions that affect everyone's lives. This article offers an overview of some important concepts to teach young people about regeneration design and the future of our changing environment. It is becoming increasingly evident that we…

This article discusses a design studio teaching experience exploring the design process itself as a methodological tool. We consider the structure of important phases of the process that contain different levels of design thinking: conception, function and practical knowledge as well as the transitions from inception to construction. We show how…