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The article focuses on the use of art to express and communicate one's values and concerns and celebrate positive change. The author informs about singer Beyoncé's photo collage titled "We Good," which celebrates forty-five black men and women who served the U.S. She used the resource for her project to teach seventh grade students how these artists, writers, and activists inspired them.

A lesson plan is presented designed to teach elementary students to create artwork inspired by positive community messages.

In this article, the author reflects upon how community is essential to the arts. Particular focus is given to how community support helps create an environment in which artists can grow and flourish. Additional topics discussed include the Santa Fe, New Mexico-based art collective Meow Wolf and Meow Wolf's art installation "The Due Room."

The article offers several activity programs for primary and secondary education that focus on the relationship between art and community through an exploration of contemporary American artists including street artist Shepard Fairey and ceramic artist Roxanne Swentzell.

The article offers several activity programs for primary and secondary education that teach students how art can be used as a means to call attention to important social causes.

The article focuses on the adoption of transformation concept in the field of art. It says that sometimes, artists explore the product and process of transformation in their works that enable them to recognize the changes taking place in people's lives and world. It mentions the artists who looked into transformation in making their works, including Yinka Shonibare, Nikki S. Lee, and Anish Kooper. Meanwhile, students can be taught on how to make transformation-based artworks.

The article discusses the Seattle-based community art project Students Rebuild launched by the students to inspire and change the whole world. It includes addressing social issues and impacting local and global environmental changes. It aims to overcome bias, clean oceans, humanitarian aid, hunger relief, and art activism.

The article focuses on the Youth Art Month (YAM), sponsored by the nonprofit organization Council for Art Education in the U.S. It is mentioned that the theme is "Art Connects Us" and the YAM celebrations take place across most of the states in the country with the help of YAM coordinators and visual art educators in each state.

The article focuses on "Memory Project" which was created to make art students create portraits as special gifts for socially marginalized children. The author observes that the aim of the portraits was to spread feelings of friendship and kindness between different cultures. He informs that art teachers and students created a total of 30,000 portraits every year before the Covid-19 pandemic.

Provides insights on the impact on art students and teachers of the September 11, 2001 terrorist attack on the United States. Discussion on the attack and its ramifications; Activities depicting the various perspectives of students on the attack; Creation of a memorabilia and a Web site remembering the attack.

The article discusses the author’s perspective on helping pre-service teachers connect with artistic practice, in preparation to become art teachers. It recommends some orientations, such as inspiration, questioning, research, play, making, reflection, dissemination for the process of making art.

The article offers information on the National Art Education Association (NAEA), which was founded in 1947. Particular focus is given to the strategic goals of the NAEA, including community, advocacy and learning. Additional topics discussed include the definition of visual arts, NAEA member benefits and online professional learning opportunities for art teachers from the NAEA.

The article presents the views of several readers posted on the social media platform, Twitter and Facebook including donation of several art works to the local hospital; highlights portraits for the local human society and donation drive; and the information on the community-connected projects.

The article focuses on the heightened spirit of cooperation and collaboration among art teachers and mentions need for paying attention to social aspects of learning in the art curriculum by offering structured projects and activities in which students work together to achieve a common goal.

A lesson plan is presented for high school students which asks students to address social issues through art.

The article discusses use of graffiti and street art by the author to teach his students. Topics include using local graffiti artists such as Jesse Hernandez to outline each student's name depending on their individual personality, giving oil pastels to the students for coloring along with visiting art instructors teaching the concepts of colors, and students conveying their individuality by adding small details to their graffiti names.

The author, an art teacher from Georgia, discusses submitting her students' art to a 2010 competition run by the nonprofit humanitarian organization the Istanbul Center and the trip she took to Turkey with her winning student Jenny Paik. High level thinking in students, the social aspects of art, and curriculum development for art education are discussed, as well as the article "Art as Social concern" from the 2010 issue by Stephanie Hodge.

The article offers a lesson plan for high school education that asks students to create foam board animals to be left around their community along with instructions to return them to a designated retail establishment participating in the project, which the author titled "The Lost Critter Project."

In this article, the author reflects on art advocacy in the twenty-first century. Particular focus is given to how art education helps students to develop the skills to deal with real-world problems, make cultural connections and find personal self-expression. The relationship between visual culture and mass media is also explored.

The article presents a lesson plan for elementary education which teaches students how to make connections between the visual arts and other disciplines through the design and construction of an outdoor mural.

The article presents a lesson plan for all levels of education which teaches students how art can be a vehicle for social change by having them create handmade butterflies to benefit the Believe in Tomorrow (BIT) nonprofit organization for critically ill children.

In this article the author offers observations on the impact that art education has on people's lives. Particular focus is given to how art teachers make a difference by helping their students develop skills relating to inquiry and appreciating the natural and human landscape. The impact that art education can have on a student's future in the workforce is also discussed.

The article offers information on the Haiti houses art project developed by the teachers and students from the National Art Honor Society to help the people of Haiti affected by the catastrophic earthquake. It states that e-mail and Internet were use to inform other art teachers through the digital network. It says that teachers from all over the country immediately send their e-mails to support the project. It adds that the power of art was used to make differences in the lives of others.

The article provides information on Students Rebuild, a program created by the Bezos Family Foundation in which students create art objects to raise money for global social issues. Details are provided on how art items are matched with funding to charitable organizations, noting that assistance has been provided to locations including Tanzania, Haiti, and Japan.

The article focuses on the interest of the two siblings named Ann and Kate to art. It states that the artwork of the two siblings differ, since Ann chooses to center her work in the fascination of nature while Kate prefers to do more realistic and narrative artwork. It also notes that the two siblings attend to art programs in order to develop their cognitive and emotional aspects and to acquire flexibility in doing art.

The article offers information on the River of Light Lantern Parade, which is held in Waterbury, Vermont, in December. Topics examined include how the parade features handmade lanterns, how the event began as a school project in the town and how the project impacts and inspires the community where it takes place.

The article offers information about the evolution of art in text, telecommunication and online materials. It discusses the definition of literacy and how it contributes in the evolution of art. The reduction of lag time, of integrating art for media to mass media is elaborated. Information about development of the trend is included.

Discusses how elementary students, documenting their community, can make a school district calendar as an art project. Use of historic homes and monuments as inspiration for calendar themes; Selection of the best artworks; Educational standard achieved through the art lesson.

Focuses on the development of a course called Art for Public Places at the Altoona Area High School in Altoona, Pennsylvania. Promotion of a sense of community among students in the class and ownership in their school environment; Studies on famous public art projects in order to learn how public artworks contribute to a sense of national or community identity; Theme of the murals that range from a montage of school scenes to images of students from different eras passing in the halls.

Examines the role of art teachers with regards to the political and social climate affecting art education. Historical background of censorship in art; Ability of teachers to address the questioning nature of art and aesthetics; Balance between teaching lessons that explores art and implementing restrictions to prevent unwanted criticisms; Courage of art teachers to put their students' thoughtful work in public.

Recounts an author's experience regarding the development of a wall art unit that focuses on graffiti and murals at the Monarch High School in Louisville, Colorado. Learning of students about the history and social significance of both graffiti and painted murals; Examination of visual examples in every start of the lesson; Creation of special bricks in building a wall with some architectural variation.

In this article, the author offers a personal narrative in which she reflects upon her work teaching Circle Painting, dealing with topics including how Circle Painting was founded in 2008 by the artist and teacher Hiep Nguyen, community-based art and her work with middle school students.

The article provides information on the Hexagon Project, an arts and social justice project designed for students in pre-kindergarten through high school. It goes on to discuss how the project can be used to address global issues as well as meet education standards and provides information on resources found online at Hexagonproject.org.

Analyzes the representations in Jolene Rickard and Paulo Freire's artworks depicting the effects of hydroelectric towers on people and the community. Industrialization and colonization on community transformation; Community consciousness-raising; Viewers' transformation from observer to participant; Artworks as reflections of society and vehicle of change.

Looks at how social issues can be portrayed in art, and a program organized by the North East Coalition for the Homeless (NEOCH) and Americorps VISTA (Volunteers In Service To America). Reference to the exhibition `Homeless Still: A Second View of the Street;' Relation to three workshops held at the Black Box Gallery, for the homeless; Indepth look at the social issues.

Recounts authors' experiences while teaching fourth grade students the concept of heroism through art. Africobra's Wall of Respect as inspiration for class' art activities; Discussion on the essence of heroism and heroes; Making of the class' own Wall of Respect.

In this article, the author reflects upon The Inside Out Project, a global collaborative project that asks participants to contribute their portrait to a greater cause. Particular focus is given to how the artist JR founded the project and has installed mobile photo booths in Shanghai, China. Details on how to participate in the project are also provided, including a link to the website www.insideoutproject.net/en/particpate.

The article discusses the Dallas LOVE Project of Dallas, Texas, which is an art project led by the nonprofit organization 29 Pieces in honor of the International Day of Peace and aims to effect social change through art, with a focus on the author's experience teaching about peacemakers and love through art to her elementary school students. Other topics include art exhibitions for the project in Dallas, the use of collage for the project, and distribution of student art.

In this article, the author explores the benefits of art education for children. Particular focus is given to his reflections on how art education relates to the world of work and how art education relates to other disciplines. He examines several areas of development that art education benefits including inquiry, organization, collaboration and creativity.

In this article, the author reflects on charrettes, a common process in community projects and urban planning. Particular focus is given to how the charrette process can be used to teach art education students to address community related challenges through their work. Additional topics include artistic collaboration, the benefits of the charrette process and the importance of teaching students to honor the community in which they live.

In this article, the author explores the relationship between school art programs and community. Particular focus is given to her reflections on returning to art teaching after ten years teaching at a university level. Additional topics discussed include the book "Community Art in Action," by Kristin G. Congdon, TASK educational parties and a list on why art programs should focus on community.

In this article, the author explores the many benefits of art education. Particular focus is given to how art education helps students to explore human artistic potential. Additional benefits of art education discussed include helping students to learn about perception, global heritages and the visual world.

The article offers advice for art teachers on how to promote their school's art program. Particular focus is given to the author's opinion that art teachers must advocate for arts in their community. Suggestions on how to engage parents, the school district and the community in childhood art education are also provided.

The article provides information on the Fundred Dollar Bill Project, a collaborative arts project that has students create hand-drawn interpretations of U.S. one hundred dollar bills. Particular focus is given to how the project supports Operation Paydirt, an initiative that aims to increase the safety of soil in New Orleans, Louisiana. Various resources for teachers looking to become involved in the project are also provided.

In this article, the author reflects on her experiences participating in a volunteer program titled Express Yourself through the Arts. Topics discussed include the weaving workshop she taught through the program and insights on why she likes to share her art with others. Her work as an art teacher in elementary and middle school education is also noted.

The article provides information on the Pinwheels for Peace project, which aims to teach children about peace, tolerance and living in harmony through the creation on simple paper pinwheels. Particular focus is given to the project's correspondence with the International Day of Peace, which takes place annually on September 21st. Web resources are also provided.

In this article the author offers observations on the impact that art teachers can have on the lives of their students. Particular focus is given to the power that art has to influence people's thinking, emotions and attitudes. Several influential artworks are also discussed including the Vietnam Veterans Memorial in Washington, DC, by Maya Lin, and the Names Project AIDS Memorial Quilt, founded by Cleve Jones.

The author reflects on the way he uses prints in teaching students in art and related subjects. He emphasizes that prints can be very influential in conveying a message or persuading others to act. He also tells that he motivates his students to make prints by showing them examples of such type of art and relates it with different social issues. Moreover, he provides details on how he facilitates the activities of his students related to print-making.

The article features social action projects that utilize art as a solution for some social problems. They include the Empty Bowls project which indulges participants to make ceramic bowls for a public fund raising event. The Memory Project likewise creates original portraits for orphanage children, while the New Orleans Kid Camera Project addresses the psychological and emotional experiences of Hurricane Katrina children victims. Meanwhile, the Web sites of the programs are also provided.

The article presents tips for an art educator on how to develop a broader base of knowledge on visual arts. First is to familiarize the state and national standards for visual arts and use them in every lesson. Participate in any art education associations. Attend professional development programs and workshops. Visit libraries and looks for books about educational practice and watch videos about pedagogy, classroom management, discipline and art topics.