Describes how alphabet books may be used to develop children's visual and verbal literacy. (DD)

Presents materials in the ERIC database on concrete poetry--poetry that juxtaposes the words with the physical dimensions of the text on the page. (SRT)

Ninety-one children participated in a study which evaluated a critical television-viewing skills curriculum. Students were given a comprehensive test of reality versus fantasy portrayals, special effects, and commercials. Methodology and results are presented and analyzed. (JL)

Suggests a simple, adaptable pattern for teaching the grammar of films and television, i.e., its agreed conventions of vocabulary and syntax. A variety of feature-length films and extracts are listed to illustrate the concepts being taught as well as film distributors and addresses. (MBR)

Findings revealed no significant response differences due to mode of presentation. The study provides support for the proposition that mode of presentation has little systematic effect on untrained subjects' evaluations of paintings. (Author/RM)

Stereoscopes can be used to teach visual art students the process of eye accommodations. A classroom activity is described. (RM)

Beardsley's explanation of how works of art have the capacity to give an aesthetic character to human experience provides a justification for art education in the schools. His major work, "Aesthetics," and subsequent writings that have a bearing on art education are discussed. (Author/RM)

Argues that video courses must teach students not only to make intelligent viewing choices but to sift truth from suggestion in commercials, to avoid mindless acceptance of television's versions of appropriate sex roles, and to examine the values promoted in television programs. Suggests a number of books for media study. (MM)

This paper describes how the visual environment--what we see when we look--can be used to develop both visual and verbal literacy, including aesthetic appreciation, comprehension, and vocabulary.

The meaning, characteristics, and applicability of visual literacy for early childhood teaching are examined, and concrete suggestions for introducing photography to the young child are offered along with specific camera-related activities. (MP)

Discusses the advantages of using photographs in history instruction and suggests questions teachers can ask to help students analyze photographs. (SJL)

Suggests that aspects of children's early representational drawing ability may provide evidence for feature marking in nonlinguistic symbol systems. Reports results of a study of the drawings of kindergarten, second-, and fourth-grade children. (RH)

A playful series of activities using the "Yellow Pages" as a resource. (Editor)