Programs were offered for fine arts students, 14-18 years old, in nine areas: orchestra, ballet, modern dance, acting, creative writing, mime, painting, printmaking, and photography. Guest artists also participated. The effect of the summer session upon the work of the students is easily recognizable. (RM)

Describes the National Arts and Presidential Scholars Awards programs, ARTS (Arts Recognition and Talent Search), a competition open to high school students who are high achievers in the visual arts, dance, music, theater, and writing. Some award-winning artwork of 1981 illustrates the article. (Author/SJL)

Article describes a field trip taken by the Willow Ridge Elementary School Art Club. (GB)

Art teacher gives a model unit on the Fauves including exercises as well as background information. (GB)

Fifty children, eight to twelve years old, took part in a summer Medieval Arts Workshop in which they studied and produced art, music, and drama typical of that era. (Author/SJL)

Meaningful question and answers on art motivate seventh and eighth grade students. (DS)

Describes a pilot arts festival for elementary schools held in Richland County, South Carolina. Students attended theatrical performances and learned about audience etiquette. In each school, artists-in-residence taught crafts to small groups. The festival ended with a countywide, weekend art fair. (AM)

Art education in North America today is more attached to the Fine Art tradition than dedicated toward the aesthetic transformation of the environment. (Author)

Describes how two associations of Minnesota art educators worked together to gain statewide recognition of arts education by developing "arts in education" as the theme of the annual meeting of the Minnesota Education Association (MEA). Program planning and convention theme activities are discussed. (SJL)

Fine Arts Career Education (FACE) in Columbus, Georgia, provides high school students with experience in music, the visual arts, theater/dance, and writing through a combination of classroom learning and placement with volunteer artists in the community. This description is part of a theme issue on arts career education. (SJL)

Pleads for funds to expand art activities in schools. (DS)

Recognition of student talent without competition, exposure of teachers and students to new ideas, artist reinforcement of classroom teaching, and exposure to the artist as a real person are listed as tangible educational assets of the New Jersey State Teen Arts Festival described in this article. (KC)

This article briefly describes the Aesthetic Eye Project, a federally funded inservice program of the Los Angeles County Schools. It also explains the concept of aesthetic perception developed by the project and discusses how this concept can be applied to unified arts teaching and the teaching of basic skills. (SJL)

Primary schools in Oxfordshire are aesthetically rich, full of artwork and music. This is possible because many of the school heads and local board members are artistically sensitive and committed to fostering the arts in education. Unfortunately, this is seldom true in the United States. (SJL)