Describes activities for high school art classes designed to increase student understanding about the role of structure in art. Activities deal with ways of directing student attention to the mental process of structuring and to the effects of color, line quality, and textures on structure. (AM)

Describes a study which compared the amount of art-related and non-art-related conversations between students and teachers in upper-elementary art classes. Findings showed that non-art related conversations took 68 percent of class time. The author discusses the purpose, appropriate subjects, and timing of effective art-related, teacher-student…

Proposes an arts education course for elementary school teachers which is designed to stimulate the teacher's aesthetic awareness and personal exploration. The author suggests that course content should be relevant to the learner and should stress personal experience as well as emotional and polysensory awareness of art forms. (AM)

Discusses the need to upgrade the art component in elementary teacher education. Guidelines are included which can be used to expose prospective teachers to questions about children's art, visual perception, art appreciation, and teaching strategies. Suggestions for integrating guidelines into teacher education curricula are included. (AM)

Describes a model, prestudent teaching classroom internship program in art education. Six Middle Tennessee State University art education interns worked with a cooperative teacher on implementation planning for a unit on "Model in Architecture." After observing student classroom behavior, each taught the unit to a small group. Interns designed and…

Presents 52 questions for art educators concerned with nonsexist art education. (AM)

Describes ways that aesthetic theories can be integrated into children's art education. The author illustrates elements of E.H. Gombrich's theory of aesthetic perception using as examples art activities designed to increase student awareness of their "mental sets" and their understanding of how mental sets influence visual perception. (AM)

Discusses the art teacher's responsibility to show genuine care for his/her students and their perceptions of reality and to encourage craftsmanship. To the author, caring involves the practice of effective communication, while craftsmanship means doing the best possible job of planning, revising, and executing a project. (AM)

Discusses art teachers' information needs and outlines optimal library research strategies for retrieving various sorts of information. Included is an annotated bibliography of reference sources for art teachers. (AM)

No film by itself can bring about a thorough understanding of another's experience. But film art at its best might contribute more adequate images to our understanding of other people's cares and outlooks. (Author)

Reviewing some empirical studies on brain hemisphere functions, the author concludes that though the brain is lateralized for specific tasks, this fact has no necessary bearing on educational methodology. He asserts that we do not yet know enough to label and teach art as a "right brain" activity. (Author/SJL)

An interview with noted sculptor William McVey. (SJL)

A photoessay on the New York State Summer School of the Arts. (SJL)

Outlines the roles of the following groups in creating and maintaining a quality school art program: superintendents and boards of education, principals, parent teacher organizations, state art supervisors, classroom teachers, local art supervisors, and certified art specialists. (SJL)

A child's very basic attempts at symbolic transformation hold the essentials of our aesthetic realms of experience: intersubjectivity and imaginative integration. These two essentials are a key in understanding the role of art in establishing meaning in our experiences. (Author/SJL)