The author critically examines nine assumptions about creativity commonly held by preservice elementary art teachers, such as "all children have creativity,""creativity can be taught and learned,""art skills hinder creativity," and "creativity is good." (SJL)

Using a ceramics unit, the author illustrates ways of incorporating the following reading skills into an art lesson: following directions; pronunciation, spelling, and vocabulary development; interpreting illustrations; using reference books and materials; notetaking; and skimming. (SJL)

This paper examines what career education is, what kinds of career education efforts exist in the visual arts, and what art teachers can do to introduce career education learnings into existing programs of study. (Author)

Discusses the usefulness of instant cameras with all ages of students and in all subject areas. (SJL)

Both artist and teacher share many common qualities, and also differ in many ways. The important thing is not so much that art educators declare professional identity with either profession, but that we realize and strive for excellence in all areas of art education. (Author)

Discusses how the work of artistic creation involves sustained physical and mental effort and the attitude of loving care. The artist is described as a good role model for students. (AM)

Discusses the relationship of visual art and language as modes of communication. Words are cumulative in effect, while visual images communicate more directly. Art education provides students with a means of interpreting and evaluating visual images. (AM)

Examines the relationship of visual forms and social values education. The ways in which art, architecture, and design embody social values are discussed. The ability to decipher values in visual forms is a complex, cognitive skill. Mastery of this skill increases student comprehension of values in other areas. (AM)

Discusses art teaching as a vocation and how a change in teachers' attitudes toward their work can help them deal with job stress. The author suggests that teachers should view their work, not as doing art, but as achieving life goals through art and teaching. (AM)

Examines how art education writers have used the metaphors of love, play, law, nature, and religion in their thinking and writing. (AM)

Discusses how Franz Cizek, the first proponent of the hands-on approach to childrens' art education, influenced the direction of twentieth century art education. The author points out that, although Cizek's theories profoundly influenced other educators, he himself never actually applied them in his own classes. (AM)

Discusses how elementary school children perceive abstract art and describes activities used to increase their appreciation of abstract art. Students draw dinosaurs and discuss the variations in their drawings. Two movement activities which reinforce concepts about abstraction are described. (AM)

Describes Duluth, Minnesota's interdisciplinary program, Project BASIC, which incorporates five major art forms into the elementary curriculum. Schools employ artists-in-residence and in-service training to expand teacher use of arts in the classroom. Results of a research study to measure gains in self-concept and creativity are included. (AM)

Presents and discusses the reasoning behind the National Art Education Association's position statement, "Art in the Mainstream." The statement is intended to clarify the wider value of art education. Art education is essential in developing positive attitudes toward work, in enhancing literacy, and in increasing understanding of human values. (AM)

Describes and discusses the development of the National Art Education Association's new policy document, "Purposes, Principles, and Standards for School Art Programs." (RM)