Describes an assignment that requires students to develop an original concept for their artwork where they utilize mixed media and repetition within their drawing as a starting point. Explains that students learn about principles of design and the frequency of repetition to satisfy compositional needs. (CMK)

Discusses the importance for teachers to question personal paradigms by changing their beliefs about teaching practices. Explains that instead of having second-grade students use bright colors to create African masks, students can develop their shading skills instead. Provides instructions for a lesson where students use pencil shading when…

Presents an art activity where the students create a mixed media painting by making a center area made of copper repousse and carrying the design in soft colored pencil and/or tempera paint to an outside mat creating a continuity of design. Discusses the process in detail. (CMK)

Uses the work of M. C. Escher to instruct upper elementary students in the transformation of flat shape into three-dimensional form. Outlines the lesson as a series of sections: (1) reviewing form drawing; (2) creating three-dimensional effects; (3) imagining the forms in an inhabited world; and (4) using color and shading. (DSK)

Describes a fifth grade art activity inspired by a restaurant logo that consisted of angled faces fragmented down the middle, with geometric profiles, in bold colors. Explains the process of creating the abstract split faces, from the initial drawing to adding colors. (CMK)

Discusses an art project for fifth and sixth grade that was inspired by a Laurel Burch plate with a jungle motif. Explains that students choose a project name, make lists of images associated with their chosen name, and use those images in their round designs. (CMK)

Discusses an art project that allowed high school students to look at art more critically and to appreciate the painting style of Jackson Pollock. Explains that students create drip paintings in the style of Pollock. Discusses the process. (CMK)

"Manga," or Japanese comics, differ from American comics by their lack of color, the attitude of their audience, and their acceptance of nudity. Several science fictional and action-oriented "manga" for young adult and general audiences are described. (AEF)

Describes a watercolor lesson based on autumn leaves. Discusses the process, including but not limited to initial thumbnail sketches, how to start the paintings, and how to paint actual leaves onto the preliminary surface treatment. (CMK)

Presents an art activity for fifth-grade students in which they learn about basic shapes and what happens when shapes overlap, draw seven overlapping geometric shapes, review the use of acrylic paint and mixing colors, and finally paint with primary colors. (CMK)

Describes a unit on lighthouses, originally a social studies unit, in which students participate in two art projects: (1) a lighthouse printmaking activity and (2) a scratch-etch activity using lighthouses. Describes the steps for printmaking and the process of creating scratch-etch drawings. (CMK)

Describes an art project for sixth, seventh, and eighth grade students, in which plastic drinking straws serve as a weaving loom. Discusses the process. (CMK)

Presents an art assignment for beginning painting students in which they paint a self-portrait in the style of the German expressionists and intimate the mood through colors. Explains that the students viewed color reproductions of work by German expressionists and aspects of art history related to the German expressionists. (CMK)

Discusses two activities based on the paintings of Paul Klee who used simple lines, bright colors, and happy subjects within his artwork. Explains that in the kindergarten activity, the students practice line drawing and looking at tree forms as well as painting; the first grade activity focuses on the abstract cubist style. (CMK)

Discusses an art activity where fourth-grade students created backgrounds using melted paraffin and a variety of paints for their cat batik/collage. Explains that after the students created their backgrounds, they assembled their paper cats for the collage using smaller shapes glued together and wax to add texture for fur. (CMK)