Intended as support material for teachers in Tasmania, Australia, to develop their ideas and practices in teaching visual arts to elementary school students, this volume provides a framework for a working, personal curriculum document that can be expanded. The first section of the book deals with learning through the visual arts. It describes the visual arts' contribution to the development of children's thinking and understanding. The second section, stages of development, identifies five stages in children's progress in visual arts, stages that extend from preschool to upper elementary years. The characteristics of each stage are identified briefly and their implications for planning and teaching are discussed. The third section, teaching the visual arts, describes the cyclic process of planning, action, observation, and reflection. It also explains the important aspects of planning, such as using stimuli or starting points to interest and motivate children. A series of questions designed to help teachers evaluate both their own teaching practice and the children's work is included. A glossary of commonly used terms and a short list of suggested readings appear at the end of the book. Starting points for teaching drawing, painting, printmaking, collage, construction, modelling, fiber and fabric, display and children's illustrations also are suggested. These include practical details of materials, tools, and some aspects of teaching practice. (DB)