The Discovery Room at the Cincinnati Art Museum was professionally designed by an architect to help students in third through sixth grades discover art for themselves. A typical Discovery Room tour is described. (RM)

Techniques to help art students in grades 3-12 make soap sculptures are described. From a series of wild doodles students choose a single striking shape to render in soap. (RM)

Presented is a clay sculpture exercise which has proven to be a quick, successful warm-up and exploratory lesson in using clay to look at and learn about sculpture. The directions are written for children. (KC)

Described are the methods and materials for an introductory sculpture experience in the Bauhaus foundation program. Bauhaus, a German art school founded in 1918, stressed science and technology as major resources for art and architecture. Hand-held sculptures were created to increase tactile sensitivity and three-dimensional spatial concepts. (KC)

Described is the wild fowl carving, an arts project in the Environmental Arts Program of New Providence, New Jersey. Projects included ducks, decoys, and shore birds. (KC)

Clay is an incredible medium and can well serve any curriculum. Strategies that elementary teachers can use to help children interpret their ideas into finished clay pieces are discussed. (RM)

The life of the sculptor Henry Moore is briefly discussed and characteristics of his sculpture are described. Also included are lists of recommended films and books dealing with Moore, a student's guide to looking at sculpture, and sculpture activities for secondary students. (RM)

Explains how proper preparation, including giving students specific tasks to accomplish, helps focus a museum or sculpture garden visit. Outlines two basic ways that a teacher might organize a tour: (1) by showing a progression from figurative to abstract sculpture, and (2) by discussing design concepts. Includes pictures of four sculptures,…

Describes a schoolwide parade that was the culminating event of a three-week unit of study into the world of masks by elementary students. Unit emphasized the use of exaggeration, repetition, and symmetry in maskmaking. Provides examples of student work. (DB)

Presents a high school art teacher's views of and experiences with masks. Outlines a maskmaking activity in which students were required to create variations on existing masks. Emphasizes use of experimental materials. Displays examples of student-created masks. (DB)

Describes a collaborative project involving teachers, administrators, university faculty, and museum staff that developed two interdisciplinary instructional kits. Includes four lesson plans combining social studies, language arts, science, and mathematics with art instruction. Also includes four full-page, color photographs of art objects. (CFR)

Arranged into two major parts, the guide offers practical and motivating techniques for teaching secondary art. The first section, a brief curriculum guide, presents a rationale, program goals, learning outcomes, program scope and sequence, course list, and evaluation information. The largest part of the document is a resource guide providing…

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)

Identifies and discusses four instructional strategies that represent important aspects of studio instruction: (1) key ideas related to interpretive meaning; (2) knowledge transfer between the artist and the student; (3) personal connections between students' lives and subject matter; and (4) problem-finding. Includes illustrative examples. (MJP)

A model junior high school art curriculum for use in Manitoba (Canada) schools is outlined. The first section provides an overview of the whole program, discussing rationale, goals, student objectives, the adolescent stage of visual development, the special student, the design of the guide, program implementation, and a scope and sequence. Methods…