The author describes physical conditions in the classroom--light, sound, color and touch, and space--that the educator can alter to improve human comfort and thus make the classroom a more pleasurable, effective place for both teacher and student. (Editor)

Describes activities to be used with young children to enhance their awareness of color and visual perception skills. Activities described relate to such content as primary and secondary colors, shades and tints, coloring with crayons, chalk painting, and visual differences. (DS)

Contributors propose five ways for students to improve their reading: combining television newscasts and note taking, determining the main ideas of pictures, using multicultural materials, developing vocabulary through color word contests, and finishing reading what a teacher has started. Also discussed is informal research indicating that…

The literature of the United States West offers a wide variety of materials and themes to capture students' imaginations and provide understanding of their heritage. (Author/RL)

Describes laboratory methods for synthesizing chrome yellow, prussian blue, and phthalalocyanine blue; reviews chemical properties of artists' pigments including chemical structure and light-scattering properties; and explains how pigments are classified. (CS)

Discussion of interactive, multimedia instructional material development and the development of computer-based training focuses on experiences at UPS (United Parcel Service). Topics include opening screen design; log-on screens; main menus; and lesson design, including color, sound, graphics and video, icons, and directions and instruction…

Describes an art project using the technique called "Batik" that incorporated watercolor painting with mixed media to appeal to students in a combined art class. Discusses how the students created their artworks and includes a list of materials and objectives. (CMK)

Provides historical information on the art technique called marbling. Includes floating paints on water and transferring the patterns formed in the water to paper. Discusses how teachers can teach this technique with materials that fit their budgets. Describes the process in detail. (CMK)

Describes art curriculum goals for first grade students in the Knob Noster (Missouri) school district where students are expected to learn about mixing primary colors to create secondary colors, to learn about creating patterns in artwork, and to understand art subject matter. Presents an art activity that accomplished these goals. (CMK)

Describes a practicum-based course for teaching Applied Arts students about color that considered students' previous ideas about color when devising experiments and assignments. The conceptual content was chosen to integrate scientific, technical, and perceptual aspects of color. Results of student evaluations and implications for classroom…

Presents an activity in which students investigate the chemistry behind color-changing markers. Includes the objectives, materials, procedures, and follow-up for the activities. (DDR)

Describes a high school art assignment in which students utilize Appleworks or Claris Works to design their own house, after learning about architectural styles and how to use the computer program. States that the project develops student computer skills and increases student knowledge about architecture. (CMK)

Describes an art project in which noodles, the tubular colorful foam floating devices used in swimming pools, were the subject matter. Explains that the students drew their compositions, stretched the paper, and then used watercolor to paint their compositions. Discusses the process in detail. (CMK)

Presents an art activity that enables first-grade students to learn about color mixing by driving toys trucks through paint. Explains that the students created rainbow fish and drew the background with crayons. States that this activity demonstrates how to utilize nontraditional tools or objects when creating art. (CMK)

Explores the similarities between paintings of the abstract expressionists and those of young children. Similarities include total surface coverage, disregard for details, direct application of pigment, disregard for visual perspective, and use of the painting surface as a frontal plane. (CB)