A primary goal of substantive art education is to communicate visually--to decipher art for meaning and to construct meaning through images and objects. Strategies available to engage students are the interdisciplinary activities found in performance, visual and written forms of creative expression, and related disciplines such as ethnography,…

Examines the "picture study" movement which began in the late 1800s and faded during the 1920s. Focuses especially on the work of Oscar Neal, a leading picture study advocate. Attempts to show how the aesthetic theory, beliefs about art, social assumptions, educational limitations, educational beliefs, and technology of the time interacted to make…

Presents a biography of Mine Okubo, a prolific Japanese-American artist who was among the thousands of Japanese imprisoned in "relocation camps" during World War II. Provides insights into Ms. Okubo's philosophy as well as the phases of her art, emphasizing her role as a living repository and documentor of Japanese-American history. (JDH)

Reviews Betty La Duke's 1985 book "Companeras: Women, Art, and Social Change in Latin America." States that La Duke's background as an artist with more than 30 years of experience in Latin American travels produces a very clear impression of the aesthetic response of women to the fabric of their lives. (JDH)

The first art lesson helps middle-school students to understand characteristics, methods, and the historical significance of Cubist paintings as shown in Picasso's "Still Life with Compote and Glass." In the second lesson high school students learn about Cezanne's work and his relationship to the Impressionists and 20th century artists.…

Contradictions in the literature abound concerning Franz Cizek's role in fostering creative art. Researchers should turn to student recollections to determine what Franz Cizek's contribution to art education really was. A former Cizek student who today is prominent in design work is interviewed. (RM)

Citing a lack of teacher preparation and available curriculum materials for art appreciation, the author proposes an art criticism/art history approach for the secondary grades. He outlines a sequence of operations modeled after Bruner's stages of perceptual decision making and presents a sample lesson plan. (SJL)

Presents a series of instructional resources that includes three color plates illustrating the work of three sculptresses. Portrays the historical subjects: colonial America's Virginia Dare, the biblical Hagar, and ancient history's Zenobia. Activities include researching the artist, the subject, and the historical period. Discusses the White…

Presents a series of lesson plans and learning activities using discipline based art education principles to focus on four works by African American artists. The artists featured are Joshua Johnson, Horace Pippin, Alma Thomas, and Tom Miller. Includes a representative color plate of each artist's work. (MJP)

Provides a historical context on the issue of women dressing in clothing traditionally worn by men. Focuses on the lives, loves, and careers of Rosa Bonheur, Romaine Brooks, and Gluck (Hannah Gluckstein) who were artists who used clothing to express their sexual identity. (CMK)

Provides six lesson outlines to help teachers motivate high school students to discuss basic questions about the meaning and function of art, aesthetic responses cultural context, and artistic skill. Illustrates artwork from the Museum of Modern Art by Marcel Duchamp, Pablo Picasso, Jackson Pollock, and Meret Oppenheim. (KM)

Shows how learning, in an art appreciation class, can be more meaningful and lasting by emphasizing expressive outcomes that develop during class and reflect students' life experiences. Explains how teachers can take advantage of students' spontaneously generated questions. Provides four examples from an undergraduate class that can be applied at…

Presents four lessons based on three paintings and one woodcut by women artists. Contends that the lessons provide visual imagery that will challenge the imagination of female students and enhance their self-esteem. Includes full-page color reproductions of the art works, student objectives, and instructional strategies. (CFR)

Asserts that visual arts education contributes to a more profound understanding and appreciation of civilization. Maintains that art criticism offers teachers an opportunity to interact with students about their personal reactions to art and to involve them in critical thinking. (CFR)

Considers the true value of art by outlining a number of factors that determine the price of a painting including the fame of the artist, the time of the artist's death, and the age of the work. Concludes that students should be encouraged to consider the emotional, aesthetic, and intellectual worth rather than the monetary value. (KM)