Summarizes K. Burke's dialogic theories and exemplifies how they describe not only Edward Burne-Jones's interpretations of his paintings, but also his painted interpretations of poetry. Discusses how Burke's epistemology of interpretive practice contributes to the discipline of poetry therapy. (SG)

This publication includes descriptions of arts programs, units of study, lesson plans, and course outlines submitted by Illinois arts teachers who answered the invitation to document their successful approaches to art edication. This compilation was not designed to be prescriptive, but to be representative of activities in Illinois. The articles…

Discusses fairness in student evaluation, focusing on art criticism as a metaphor in which the evaluator transforms into something akin to an art critic. The article explains what the art criticism approach looks like in the classroom and describes the process of art criticism (description, analysis, interpretation, judgment). )SM)

This instructional resource, designed to be used by and with elementary level students, presents six portraits by master artists from diverse cultures and historic periods, as starting points for exploring various artistic techniques. Images include: "Dead King Amenophis I" (Egyptian, 1050 B.C); "Head of Neptune" (Roman, 500…

This issue of "InSEA News" features diverse articles from authors/art educators from Brazil, Australia, the United States, Guatemala, and Scotland that discuss water projects, childhood reminiscences, comparative curricula, local artists, and community efforts to involve students in exploring a city's history. Articles in the journal…

By studying the lives, important achievements, and works of famous artists, students may come to understand what those artists hoped to communicate to the world. By participating in art activities that are related to these artists' styles, students practice skills of observing, analyzing, and creating. This instructional guide provides…

By studying the lives, important achievements, and works of famous artists, students may come to understand what those artists hoped to communicate to the world. By participating in art activities that are related to these artists' styles, students practice skills of observing, analyzing, and creating. This instructional guide provides…

This guide is intended to be a tool to help educators and curriculum developers create curricula that reflect a comprehensive approach to learning and teaching in and through art. The guide is linked directly to the National Standards for Arts Education. The guide has several components, including: (1) 18 ability areas in art based on the four art…

For the 1990s and beyond, backgrounds, experiences, needs of all people, along with the appropriate context will provide significant bases for transforming the curriculum. This paper contends that the paradigm for art in the elementary schools must include the interplay of this context with a commitment to "re-viewing" the foundations…

"The articles in this issue were selected because, in one way or another, they all touched on the notion of tradition and innovation." Storytelling and tribal dances are examples of past, traditional methods of passing cultural knowledge from elders to youth. Contemporary youth have replaced tradtional rites of passage with their own…

This book emphasizes the teacher's active role in fostering a developmental understanding of painting in children from ages 1+ to 11. The cognitive processes behind children's painting are explored. The book suggests meaningful tasks for each phase of imagery and offers methods for encouraging children to discuss the concepts involved in their…

This book presents art appreciation lessons to encourage students to see works of art in two ways, as objects that are interesting in themselves and as objects that spark further exploration. Organized with an introduction and 4 sections subdivided into 8 lessons, each lesson, based on an artwork from the Smithsonian Institution's collection,…

Instructional goals and sample instructional objectives for art education in West Virginia's public schools are outlined. A comprehensive arts education program is basic to the general education of every child. Two guiding principles directed the programs' design. First, each student should have opportunities to acquire skills in the four…

This guide to Utah's requirements for students in secondary visual arts is organized and based upon a student achievement portfolio for each course. Foundation I, the required junior high/middle school visual arts course, is designed to provide an overview of visual arts while studying various art tools and materials. With an emphasis on studio…

This guide is intended to aid local elementary and middle schools in Idaho as they improve and expand art instruction for their students. This model is built around discipline-based art education and allows students to experience art aesthetics, art history, art criticism, and art production. This is a sample and is not considered to be…