Abstract art provokes numerous interpretations, and as many misunderstandings. The adolescent reaction is no exception. The procedure described here can help the student to understand the abstract from at least one direction. (Author/RK)

The construction, ornamentation, and use of Plains Indian buffalo robes are described. (JC)

Uncertainty about attributions of works of art and shifts in opinion leading to reattributions are intensifying the study of connoisseurship, the process by which an art historian or curator seeks to determine who made a work of art. (MSE)

States that students must value the art and ideas which they study in class in order to become sensitive to them and to develop the insights and skills necessary to extract meaning from visual images. Provides several examples of themes and concepts in works of art that could serve as focal points for discussion. (GEA)

Reviews the development of the new structure of art in England, France, and the United States. Examines how twentieth century changes in technology and science have created such artistic tools as photography and the computer. Explores how man's relationship with nature has changed in this period. (BSR)

Reviews the life of Henri de Toulouse-Lautrec (1864-1901) and examines how his early experiences influenced his art. (BSR)

Describes an art appreciation lesson conducted by a third-grade Tennessee teacher and her ability to respond to the students' creative insights. (MD)

Provides a lesson plan for primary grade-level students based on William J. Glackens' oil painting, "The Cedar Walk." The goal of the lesson is to introduce students to landscape/seascape painting. (JDH)

Presents a lesson plan for introducing students in grades four through six to Thomas Moran's painting, "The Grand Canyon." The goal of the lesson is to illustrate the importance of the American West as a subject for artists in the nineteenth century. (JDH)

In this art activity gifted students, ages 10 to 13, learn about internal and external rhythms and make a painting of an internal rhythm. The lesson can be expanded with a discussion of Kandinsky, Pollock, and other painters who have painted sound or have demonstrated rhythms. (RM)

Describes activities to stimulate elementary school students' and kindergarten children's interest in mixing colors and selecting attribute cards. Suggests ways to encourage parents and other adults to participate in positive activities with children. (RH)

The National Foundation for the Advancement of the Arts, a program designed to provide national recognition and support for artistically talented youth, sponsors the Arts Recognition and Talent Search Program (ARTS). ARTS addresses areas of theater, visual arts, writing, dance, and music. The judging process is described. (Author/CL)

Discusses the works of Darcy Gerbarg, Ruth Leavitt, David Em, Duane Palyka, and Harold Cohen, visual artists who work with computers to create art works by relying on standard hardware/software tools, using custom tools created for nonartistic tasks, manipulating images at the programing level, and programing creativity into computers themselves.…

Presents two art lessons, the first of which introduces elementary students to Dutch still life painting and to the Dutch painter Claesz. The second lesson introduces intermediate grade students to still life as a subject for painting and to the possibility of personal interpretation by an artist, as shown in an O'Keefe painting. (RM)

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)