Though reproductions are a necessary teaching tool, they are not substitutes for the original work of art. Through museum visits, students can be provided with the knowledge needed to experience art. By describing, analyzing, and evaluating the works of art, students become aware of the differences between originals and reproductions. (CS)

Presents and discusses the reasoning behind the National Art Education Association's position statement, "Art in the Mainstream." The statement is intended to clarify the wider value of art education. Art education is essential in developing positive attitudes toward work, in enhancing literacy, and in increasing understanding of human values. (AM)

Discusses the findings of 13 sequential studies done by Project Zero on children's sensitivity to artistic styles. Research indicated that there is a developmental sequence in artistic perception. Young children could learn to identify artistic styles but often had difficulty connecting the original paintings with small reproductions used in…

Teachers should turn the pervasive influence of television into a tool for developing critical thinking and media literacy in children. Promoting critical television viewing skills can also contribute to the achievement of other, more traditional, instructional goals. (SK)

Describes a games-based instructional kit for elementary students on visual literacy, art vocabulary, and environmental design called "The Art Connection." The kit utilizes a teaching strategy called "See-Imagine-Do" which is further described in an article on pp13-17 of this issue. (SJL)

Asserting that photography teachers must emphasize the aesthetic aspects of photography over the technical, the author outlines a field trip activity and the necessary preparation for it. (SJL)

Explains a strategy called "What Do I 'S'ee? What Do I 'T'hink? What Do I 'W'onder?" (STW) which helps students look carefully at pictures in storybooks and think about a story's character, setting, and events. Notes that the STW strategy provides opportunities for students with varying reading abilities and diverse experiences to work together…

Advocates instruction in drawing for journalists to promote functional visual literacy. Argues that journalists comfortable with basic drawing will write more vividly, handle layout problems better, and have better relationships with artists and photographers than journalists not comfortable with basic drawing. Offers instructional objectives and…

For a visual generation of students, slides are an effective learning and teaching tool and a constant stimulus for writing, reading, and speaking activities. Ways in which slides have been effectively incorporated into foreign language instruction lessons are described. (CB)

Discusses ways in which the integrated design of all the components of picture books can facilitate both visual and verbal literacy, allowing children to refine literary and aesthetic appreciation and improve their own expressive activity. A bibliography of well-designed picture books is provided. (16 references) (CLB)

Advises that teachers help journalism and mass communication students learn to interpret and create clear, effective visual messages. Argues that each introductory journalism course should explore connotations of colors, shapes, and texture in print and broadcast media. (PA)

Investigates the changes in the nonverbal forms of written language, with specific attention to the art form of graffiti. Provides and analyzes data from a study of collected graffiti. Describes three phases of visible form in the historical development of graffiti. (HB)

Suggests an approach to a core course in visual literacy that draws on three theories: the teaching perspective of the visual literacy movement; the analytical system from art and aesthetics; and the cognitive understanding of images from Gestalt psychology. (MG)

Defines illustrations and discusses their effective use. Topics include information literacy; statistical graphics; visual literacy; illustrating student term papers; understanding the visual display of information; illustrations that instruct; cognitive processes; and criteria for effective explanatory illustrations. (LRW)

Presents a 17-item annotated list of essential books on information design chosen by members of the InfoDesign e-mail list. Includes a 113-item unannotated bibliography of additional works, on topics of creativity and critical thinking; visual thinking; graphic design; infographics; information design; instructional design; interface design;…