Uses Karel Dujardin's painting, "Hagar and Ishmael in the Wilderness," as the basis for a lesson plan which is designed to help K-3 students assess the mood of a painting through an analysis of its style and subject. Provides background information on the painting, instructional strategies, and methods for evaluation. (GEA)

Presents a lesson plan which uses "Water," by Iri and Toshi Maruki, to provide students in grades 4-6 with an approach to artwork which deals with devastating current events. Students explore artistic collaboration, Japanese beliefs, contemporary conflicts, and contradictory meanings in images. Includes background information, instructional…

Describes the National Art Education Association's Awards Program: its purposes, awards categories, nomination requirements, and winner selection procedures. Includes an awards nomination form for the 1988 program. (GEA)

Presents a lesson plan which introduces students in grades 7-9 to Willem de Kooning and the qualities that make his oil painting "Marilyn Monroe," an example of abstract expressionist style. Includes background information on the artist and the painting as well as instructional strategies, studio activities, and evaluation procedures. (GEA)

Presents a lesson plan which exposes students in grades 10-12 to the visual symbols and historical references contained in Grant Wood's "American Gothic." Includes background information on the artist and the painting, instructional strategies, a studio activity, and evaluation criteria. (GEA)

States that art games are pleasurable learning experiences which improve student interest in the subject and provide stimulating applications of concepts. Discusses content and models for art games and examines ARTICULATION: THE GALLERY GAME and ARTERY, two games designed by Erickson and Katter. Presents guidelines for art game planning. (GEA)

States that students must value the art and ideas which they study in class in order to become sensitive to them and to develop the insights and skills necessary to extract meaning from visual images. Provides several examples of themes and concepts in works of art that could serve as focal points for discussion. (GEA)

The author argues that the arts are important to education because they develop the senses, the emotions, and the capacity for appreciation, which receive little attention in our cognitively-oriented schools. (SJL)

If art educators return to the ideals which have animated our professional traditions, if we renew our dedication to furthering these ideals in forms appropriate to contemporary needs, then much less attention will need to be given to worrying about survival. Done well, revival will accomplish survival. (Author/SJL)

The perceptual encounter with works of art, after all, is the core of aesthetic experience. How well such encounters succeed for people has to be a central concern of art education. (Author)

Since junior high students frequently claim that they can't draw, the author suggests initiating visual expression activities through a skill they do have confidence in--their handwriting. She outlines several drawing exercises in which letters are used to express movement. (SJL)

Nathan Oliveira, a noted West Coast artist and professor of art at Stanford University, discusses his own training in art, his philosophy as an art educator, and his views on the student teacher relationship in art education. (SJL)

The individual uniqueness of every student forms the foundation for expressive activities. Our number one priority as art teachers is to assist our students in identifying their creative expressive potential. (Author/SJL)

Outlines the content and activities of a three-unit, ten-week minicourse for junior high school students on architectural awareness. (SJL)

Five American middle school students went to Japan for two weeks in 1983 as ambassadors for American art education. Art education in Japan is much more centralized than in America. In addition to school study, children are exposed to traditional arts like the tea ceremony, calligraphy, and ikebana. (CS)