Describes a ten-week high school visual arts program. Five incremental drawing assignments dealing with line quality, shapes, conversion from three-dimensional perception to two-, and perspective and distortion of shape are presented. (AM)

An overview is presented of a 1982-83 Elementary and Secondary Education Act (ESEA), Title IV-C project, designed for 50 talented high school art students, to preserve the arts and crafts in the Mississippi hills area and to enrich existing arts and crafts curriculum. Steps are listed for implementing such a program, a simple program budget is…

Describes a mural project designed to introduce students to the concept of overlapping similar images as a way of depicting a time sequence. This article is one of four articles in this issue on elementary-level mural projects. (Author/SJL)

A program designed to make visual art more accessible to young people in 24 elementary schools in Ohio is described. The program's concept was to engage all five senses, not just sight, in the appreciation of art. (RM)

In a voluntary summer program, Kingston High School students can work with internationnaly-recognized muralist Anton Refregier. (SJL)

When talented students interact directly with professional artists, both gain new insights and a renewed excitement about art. An apprenticeship program can be developed by an art teacher as part of a regular high school program. How one high school did it is described. (RM)

Describes an art activity aimed at the creation of a free-flowing design of lines and shapes. (Author/RK)

A project which involved gifted and talented junior high school art students in painting a mural which was hung in the entrance of the Purdue University School of Education building is described. (RM)

Describes the program, Learning by Design, that has been developed by the American Institute of Architects (AIA) as a means of promoting support for good design. Discusses the evolution of this program as well as its purpose, organization, curriculum, instructional process, means of evaluation, and base of support. Lists sources for materials. (KO)

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)

A two-week summer institute for non-art teachers sponsored by the Philadelphia Museum of Art is described. Participants learned about the visual arts in order to enhance the teaching of subjects other than art. Teachers had to develop a classroom project that would demonstrate what they had learned at the institute. (RM)

A K-12 visual arts program in Ontario, Canada, which used observational drawing to increase students' visual observation skills is described. Students had to observe and draw objects associated with intimate use, objects that were physically more distant and unfamiliar, and objects in the rural countryside. (RM)

Objectives and content of an interdisciplinary social studies-art program for elementary children are discussed. A sample lesson and evaluation activities from a successfully implemented pilot program are provided. (RM)

The arts program in the Attleboro, Massachusetts, public schools is an interdisciplinary attempt to communicate the basic knowledge structures used in most subjects through nonverbal visual means. An evaluative study showed Attleboro seventh graders' gains in visual concepts as significantly higher than those of traditionally taught students. (JM)

Describes a school-wide project in which elementary students beautified their school walls with murals of their own design. This article is one of four in this issue on elementary school mural projects. (SJL)