Explains how Sir Joshua Reynolds' paintings and William Blake's etchings enriched the study of Blake's "The Chimney Sweeper" in a seventh-grade class. (JL)

Discusses rhythm as a fundamental element in human behavior. Suggests that the unity of cognitive, affective, and psychomotor functioning, most vividly seen in Black expressive forms, must be studied to more fully understand Black behavior and learning styles. (RC)

Contemporary Native American poets have a continuing influence on American poetry through the introduction of elements of oral tradition and through their concern with spirit. Indian poets use oral tradition in various ways; their concerns with the story may have affected the movement to reestablish the narrative line in poetry. (CM)

Described are six language arts games for elementary school students in the areas of grammar, mythology, debate, spelling (silent "e"), poetry, and classification (word lists). (CJ)

Examines Gonzales' extensive rhetoric in his campaign to improve the life of Chicanos. Gonzales' rhetorical vision focused on the need for Chicanos to know and take pride in their heritage. Some of his harshest criticisms deal with the education of his people. (PD)

Uses Fanon's concept of the Manichean colonial situation and his Dialectical Theory of Identification to explore images of African heritage in the works of two mulatto Cuban poets, Gabriel de la Concepcion Valdez (1809-1844) and Nicolas Guillen (born 1902). (GC)

The works of four Native American poets, E. Pauline Johnson, Alexander Posey, John Rollin Ridge, and Gertrude Bonnin, are discussed with reference to the late 19th-century federal assimilation policies which were designed to absorb Native Americans into the mainstream of American life. (AN)

Distinguishes "aesthetic reading," in which readers are absorbed in the experience of making meaning from verbal signs, from "efferent reading" (reading for information); indicates how recent findings about language acquisition support this model of the reading process; and suggests implications for reading instruction, with emphasis on the…

Three studies assessed the relationship between expressive writing (poetry writing and journal keeping) and ego identity development among high school and college students. Poetry writers were more likely to be in the identity achiever status. No differences were found between students keeping personal journals and those who had not. (Author/GDC)

Describes how a librarian involved school children in reading poetry to college students in children's literature classes, classes on the teaching of reading, and classes in language arts. (HOD)

Provides several suggestions for introducing a note of humor into the French classroom while at the same time providing writing practice. Suggestions are based on primary source materials, such as newspaper ads, advice columns, graffiti, popular literature, crossword puzzles, etc. (AM)

Describes a course in which students choose the poet they want to study and learn that the process of reading poetry is one of discovery of meaning, even for the teacher. (MKM)

Describes a French-teaching unit using chansons, mentioning problems of musical and language suitability, and the peculiar poetic status of chanson texts. Exercise forms are suggested and hints for teachlng are given. (IFS/WGA)

Artists can offer a great deal to schools. They can have a very positive effect on the educational climate, as long as their main strengths are called upon and their functions understood, and they do not have to live up to false promises made in their name. (Author)

Lists and annotates new books for children, arranged according to the following categories: Christmas books; picture books; stories for younger, for intermediate, and for older readers; folklore; poetry; and nonfiction. Also annotates two books of interest to adults: an autobiography of Lucy Boston and an annotated bibliography of children's books…