Presents a collection of letters, poems, and artwork by children in response to the tragedy of September 11, 2001. Tells how students throughout the United States picked up their pens, pencils, crayons, markers, and paintbrushes, and attempted to make sense of this most incomprehensible act. (SG)

Children who left a gap between the sky and the horizon in their drawings and paintings were significantly younger than those who left no gap. Omission of the gap was associated with the use of devices to represent three-dimensional space in two dimensions. (RH)

Presents four lesson plans designed to teach K-12 students about ceramics and the artists using the medium. Each lesson is centered around one ceramic piece: (1) "Wall Clock," by the Chantilly Porcelain Factory; (2) "Poppy Vase," by Adelaide Robineau; (3) "Laughing Eyes," by Pablo Picasso; and (4) "Ceramic Drum Jar," by Tsayutitsa. (GEA)

Identifies eight resources that help educators extend and enrich the literacy experiences of students through the weaving of drama, music, and the visual arts into responses to literature, writing, and other areas of the curriculum. (RS)

Discussion of issues concerning the protection of artists' and authors' rights focuses on moral rights. Highlights include copyright; intellectual property protection; new technologies, especially multimedia; the example of digital photography; examples of previous cases; and the Visual Artists Rights Act of 1990. (Contains 24 references.) (LRW)

Presents an interview with videographer Carole Anne Klonarides that explores her manipulation of space, time, and visual texture, which often results in an altered sense of history. Notes how her goal to create believable sequences together with her desire to move beyond the stereotypical uses and formats of contemporary television show the…

Describes a renovation project in the children's section of the Kalamazoo Public Library that utilized the same space but made it more visually appealing through the use of art. Grants and other funding sources are described that helped provide for the creation of murals, soft sculpture, and stained glass windows. (LRW)

The National Standards for the Arts are part of Goals 2000. The public must be made aware of why national visual arts standards are needed and how they relate to state art education frameworks, district curriculum guides, and lesson/unit plans. The goal of all arts education is to develop basic literacy in visual arts, music, theater, and dance.…

Discusses a small group of picture books that display two of Quentin Blake's great strengths: (1) the inventiveness of his concept and design; and (2) the representation of his own view that a children's book can be a place where adults and children meet on equal footing. (NH)

Argues that students should be competent in creating original art on the computer. Presents a lesson using "ClarisWorks" for the Macintosh computer that asks student to create original portrayals of a landmark in a cubist style. Profiles the work of Marc Chagall and his contributions to cubism. (DSK)

Observes that Western traditions of artistic realism create problems in school art programs, as students tend to equate realism with quality. Argues that the use of sculpture from other cultures or from contemporary Western artists who do not employ the realist idiom can help move students away from this bias. (DSK)

Encourages students to slow down and to reflect upon what they had read. Focuses on the visual arts, particularly for their capacity to help move students from the concrete to the abstract. Notes that Lowry's (1993) novel "The Giver" particularly lent itself to this approach because its powerful visual imagery encourages readers to return to and…

Considers the role of visual literacy in the reading experience. Discusses an assumption among readers, publishers, and many educators that the visual elements in a text may be safely ignored, marginalized, or simply edited out. Argues for the important role of visual arts in literature. (SC)

John Singleton Copley was virtually self-taught yet became the greatest painter in eighteenth-century America. By the age of eighteen he had become a highly sought portrait painter. His paintings held a good likeness and a pleasing reflection of his sitters' wealth and social aspirations. Copley's dazzling technique and his knowledge of the latest…

Proponents of expanding art education to address visual culture sometimes mean by this no more than the idea that unconventional kinds of imagery may productively be treated as art. Sometimes, however, the goal is to replace the appreciative and interpretive stances that are conventional in teaching and learning about art with a polemical…