With thematic exhibitions, many museums are broadening their outlook by developing programs that explain art from a humanistic as well as aesthetic standpoint. Described are the first small thematic exhibitions, funded by the Ohio Program in the Humanities, at the Cleveland Museum and the Public Monument Exhibition. (KC)

An approach to teaching architecture that accommodates external environmental influences called architectural context is described. Contextual issues come under three headings: formal patterns (space, shape, scale, materials, etc.), activity patterns, and climatic patterns. The use of this approach in studio instruction is examined. (MSE)

The author notes some themes of violence which are found in classic and current children's fiction and suggests ways through which these themes can be explored in the classroom and related to real life. (SJL)

Examines the "functional sentence perspective" theory, working with the concepts of the "theme" and "rheme" of a sentence, and analyzes possibilities for its implementation in the theory of information systems, particularly with respect to the study of so-called thematic progressions in and general structural formula of the text. (Author/CWM)

Describes a program using thematic language arts learning contracts. (DD)

Describes an integrated-thematic curriculum for gifted students in the context of assumptions about learning and characteristics of gifted learners. Specific strategies and steps in curriculum development are explained and applied to a year-long focus on the theme of "evidence" in a multiaged primary classroom with curriculum units on dinosaurs,…

Describes how the revised Taxonomy was used to plan and implement a co-taught, integrated, thematic unit, examining how statements of objectives, instructional activities, and assessments helped develop this unit and describing three ways that the revised Taxonomy assisted in unit design (providing a common language; suggesting ways to integrate…

Considers the importance of teachers learning about an artistic discipline in much the same way that language arts teachers are encouraged to write. Discusses knowing what materials can do, making materials mean something, and children's artistic intentions. Visits two second-grade classrooms in which working with clay invites students to think…

Addresses the development of new curricula for science education reform in the hopes of facilitating further development of guideline-based curricula. Examines Korean and U.S. thematic-based and project centers programs. (Contains 39 references.) (Author/YDS)

Suggests using Mtutuzeli Matshoba's "Call Me Not a Man" as the central text in a unit on oppression to help students understand and make them better able to respond to oppression. Provides key questions for structuring the unit to help students consider aspects of oppression that they might otherwise neglect. (MG)

Offers connections and resources about how to build a literature-based curriculum that goes beyond just the use of fiction. Provides an annotated list of 90 books on the topics of the cycle of seasons, weather cycles, cycles of the universe, and life cycles to use in connecting fiction and nonfiction. (MG)

Suggests using themes of interest to integrate the curriculum and provide literacy activities instead of studying separate lessons on particular skills. (MG)

To apply four principles of Teaching for Understanding framework developed at Harvard University, researchers worked with team of four teachers at two Massachusetts high schools. One history teacher revised Industrial Revolution unit to emphasize human progress. Mathematics teacher had students design a dance floor based on several different…

Discusses development of an integrated curricular approach that combines several related units from separate curricular areas and uses theme cycles instead of text books. Uses illustration to describe the process of developing engaging and productive theme cycles and related learning experiences. Summarizes characteristics of an integrated…

Describes thematic teaching, presents a rationale for it, and offers middle grades and secondary teachers of history and social studies some practical suggestions for implementing thematic teaching in their classrooms. Presents thematic units on religion, and on national identity and diversity. (RS)