Some teaching ideas for promoting art appreciation in children. (SJL)

Classroom teachers are in a unique position to help children develop an aesthetic awareness. Suggestions for an art appreciation program and materials are discussed. (MT)

Suggests ways in which art can be used to introduce students in high school level social studies classes to Japanese culture. Methods include showing students pictures of screens or buildings, asking students to write paragraphs about daily life, asking students to analyze woodblock prints, and directing students to read and try their hand at…

Examples are given of ways in which elementary teachers can develop art appreciation among their learning disabled students. Activities described are based on techniques of M. Montessori and involve labeling pictures, building an art appreciation vocabulary, and going on a museum trip. (CL)

As examples of how a social studies unit on Japan can make us of various art forms, the article suggests ways in which teachers can incorporate information about sculpted figures, box covers, temple decoration, wooden figures, costumes, screens, jars, and water colours into the curriculum. (DB)

Outlines a three-period unit for secondary school students that aims to link the experience of poetry with the experience of works of art. Includes teacher responses to the outline. (HOD)

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)

Gallery study sheets can help students acquire skills with which aesthetic perception is formed. The advantages of study sheets are examined, and how to prepare study sheets is discussed. Two pieces of art and accompanying study sheets are included as examples. (RM)

A close involvement with the arts helps students develop skills useful for any area of the curriculum. Techniques are suggested for making the arts more than just extracurricular activities. (DF)

At the Grand Royal Palace Compound in Bangkok, mosaics speak to art teachers in new forms. Thai culture can be linked to the study of mosaics, inspire subject matter, and lead to new approaches in mosaic work. (AM)

Presents teaching procedures for using four paintings of the environment in secondary classrooms. Includes questions for student discussion and enrichment. Provides color photographs of the four paintings. (CFR)

Art can be used to enhance core-curriculum subjects. Suggestions are given for using paintings in social studies, science, and language arts instruction. In addition, activities are described that help children develop an interest in art. Resources for art-related materials are given. (IAH)

This special section describes one elementary school's Art and Artists theme, which allows students to study art across the curriculum. Various types of projects are described, including a classroom art museum, self-portrait painting, writing about art, scientific drawing, and a study of shapes. A pullout presents examples of student work. (SM)

Maintains that teaching the creation of art can be lost in the emphasis on discipline-based art education. Argues that much of art education is studying the art of others or the concepts and principles that can be derived from others. Contends that the process of personally creating art must be revived as an integral part of art education. (CFR)

Likert-type rating scales were designed and used to help college students perceive, understand, and value the beauty and content of a piece of art. The subjects for the project were 100 college students enrolled in two art appreciation courses at Texas College. Their classification ranged from freshman to senior, with majors mainly in business,…