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This issue, intended for classroom teachers, provides a collection of essays organized around the theme of mathematics and science across the curriculum as well as a guide to instructional materials related to the theme. Topics addressed in the essays include experiencing mathematics through nature; connecting science, fiction, and real life; exploring science and human health; and learning daily from everyday problems. Sections include: (1) "What Does Learning Look Like?" (Annette Thorson); (2) "National Science Foundation" (Kimberly S. Roempler); (3) "Blinded by Technology?" (Joyce Kasman Valenza); (4) "The Power of Convergent Learning" (Carol Damian); (5) "Dream Houses; A Floor Plan for Mathematical Success" (Robert E. Freeman); (6) "Physics Fun" (Louise Stivers); (7) "Making Connections with the Vedic Square" (Thomasenia Lott Adams); (8) "ENC Has Across-the-Curriculum Ideas for You!" (Scott Bartley and Gordon Baugh); (9) "Beyond Numbers: Communicating in Math Class" (David K. Pugalee); (10) "Writing To Learn Mathematics" (Joan Countryman); (11) "Island Hopping Across the Curriculum" (Mary Hindelang); (12) "Experiencing Math through Nature" (Colleen Niemi); (13) "Batty about Bats" (Elizabeth Grenke); (14) "Technology Education Enters the Classroom" (Wes Perusek); (15) "Basketsful of Math and Science Learning" (Susan Cox); (16) "Investigating 'Stretchy' Benchmarks" (Janice VanCleave); (17) "We Need More Earthworms!" (Francine Plotycia); (18) "Learning Every Day from Everyday Problems" (Melanie Shreffler); (19) "Independent Thinking in the Chemistry Lab" (Mark Benvenuto); (20) "Connecting Science, Fiction, and Real Life" (Carolyn Sue Gardiner); (21) "Go off the Subject for Math Fun and Learning!" (Rhonda D. Cummins); (22) "Exploring Science and Human Health" (Cynthia Delgado); and (23) "Math, Science, and So Much More: Making the Cross-Curriculum Connection" (Carol Damian and Terese Herrera). (MM)

Multiple, sometimes competing, purposes for adult arts education are to develop the individual, maintain the dominant culture, or change the culture; develop appreciative audiences or creative practitioners; or liberate creativity or develop technical skills. Art may be the means or a goal in itself; that is, the arts may be used for instrumental purposes such as critical thinking, literacy, therapy, or other outcomes often used to justify arts education, or arts learning may have intrinsic value. These multiple purposes raise certain issues for providers. First, what counts as art and who decides? Based on varying definitions of the arts, a second issue is what are the goals of adult arts education? A third issue is how learning in the arts should be assessed. Community arts is an approach that illustrates these issues. Community arts are focused on the production of art as the expression of community culture, not as a commodity. Adults may find a rich source of meaningful learning opportunities in and through the arts. Education in the arts includes activities whose primary purpose is to encourage people to engage with the arts as creators, participants, or appreciators. Education through the arts involves activities that use the arts to achieve ends that are tangential to the arts, developing new ways of seeing, knowing, and experiencing. (Contains 19 references.) (YLB)

Data from the National Assessment of Educational Progress (NAEP) 1997 Arts Assessment, which assessed eighth-grade students only, indicate that public and private schools in the United States are far more likely to offer extensive instruction in music and the visual arts than in either dance or theater. Includes 1 table and web addresses for further information. (Author/LB)

This document consists of the two annual volumes of a regional TESOL journal published during 1998 and 1999. The two volumes contain the following articles: "Strengthening the Bridge: A High School-University Partnership" (Robin Murie); "'Ch'emyon' in the EFL Classroom" (James H. Robinson); "The Changing Artwork of the Hmong" (Alice Weickelt); "Creating University Communities" (Mike Mutschelknaus); "Direct Grammar Instruction in the Communication-Based Classroom" (Sheila E. Hansen); "Expanding our Vision of English Language Learner Education in Minnesota: Implications of State Population Projections" (Elaine Tarone); "Mainstream Teachers' Perceptions of the Advantages and Disadvantages of Teaching ESL Students" (George A. Youngs, Jr., Cheryl Stanosheck Youngs); "Recruiting Minority Teachers from within Local School Districts: The Lakeland College Urban Teachers Outreach Program" (Perry R. Rettig); "The Importance of Context in the Academic Achievement of English Language Learners" (Marina Hammond); and "Form, Function, and Meaning: Understanding/Teaching English Participles" (Carl Zhonggang Gao). Reviews of reference books, publications about teaching, and instructional materials are included in each volume, as are samples of student writing. (MSE)

This document is the eighth volume of a series designed and written for the young reader aged 9 and above. It contains three issues and covers individuals whom young people want to know about most: entertainers, athletes, writers, illustrators, cartoonists, and political leaders. The publication was created to appeal to young readers in a format they can enjoy reading and readily understand. Each entry combines at least one picture of the individual profiled, and bold-faced rubrics lead the reader to information on birth, youth, early memories, education, first jobs, marriage and family, career highlights, memorable experiences, hobbies and honors and awards. Each of the entries ends with a list of easily accessible sources (both print and electronic) to lead the student to further reading about the individual. Obituary entries also are included, written to provide a perspective on an individual's entire career. This volume includes profiles of: Sarah Michelle Gellar, John Glenn, Lynn Johnston, Shari Lewis, Oseola McCarty, Mark McGwire, Frank Sinatra, Sammy Sosa, Venus Williams, Jennifer Aniston, Kobe Bryant, Sharon Draper, Savion Glover, Jeff Gordon, David Hampton, King Hussein, Shania Twain, Mitsuko Uchida, Jesse Ventura, Ben Affleck, Maurice Ashley, Sadie Delany, Bessie Delany, Lauryn Hill, Slobodan Milosevic, Natalie Portman, J. K. Rowling, Gene Siskel, John Stanford, and Natalia Toro. (LB)

This series is designed and written for young readers, aged 9 and above. The volumes cover individuals that young readers want to know most about, including entertainers, athletes, writers, illustrators, cartoonists, and political leaders. Each issue contains numerous sketches arranged alphabetically. Each entry provides at least one picture of the individual profiled, with additional information on birth, youth, early memories, education, first jobs, marriage and family, career highlights, memorable experiences, hobbies, honors, and awards. Each entry also ends with a list of easily accessible sources for further information on the individual and a current address. Obituary entries are included and are written to provide a perspective on the individuals entire career. Each issue concludes with a guide to the indexes, a name index, general index, places of birth index, and a birthday index (by month and day). Individuals featured include: Kofi Annan; Diana, Princess of Wales (obituary); Hanson (Ike, Taylor, Zac); Jimmy Johnson; Dominique Moceanu; Alexandra Nechita; LeAnn Rimes; Mike Vernon; Reggie White; Neve Campbell; Sean Combs (Puff Daddy); Leonardo DiCaprio; Walter E. Diemer (obituary); Ruth Handler; Livan Hernandez; Tara Lipinski; Betty Shabazz (obituary); Mother Teresa (obituary); Bella Abzug (obituary); Dalai Lama (Tenzin Gyatso); Jewel; Jody-Anne Maxwell; Brad Pitt; Emily Rosa; David Satcher; Kordell Stewart; Shinichi Suzuki; and Kate Winslet. (EH)

This collection of working papers in art education is comprised of manuscripts by graduate students presented at the National Art Education Conference. Papers in this issue reflect several educational settings and geographic areas. The 22 articles include: (1) "Symbolic Meanings in the Ghanaian Arts: A Step Towards Developing Cultural Literacy" (Robert Ayiku); (2) "Artistic Scanning as a Classroom Qualitative Research Activity" (Steve Elliot); (3) "Cross Cultural Interpretation and Valuing of Northwest Coast Art by Natives and Non-Native Americans" (Nancy Parks); (4) "A Feminist Study of African American Art in New Orleans: Considerations of Aesthetics, Art History and Art Criticism" (Harriet Walker); (5) "A World Community of Old Trees: An Ecology Art Project on the World Wide Web" (June Julian); (6) "A Feminist-Based Studio Art Critique: A Classroom Study" (Anne Burkhart); (7) "Designing a Collaborative Arts Program: Implications for Preservice Art Education" (Jan Fedorenko); (8) "Text, Discourse, Deconstruction and an Exploration of Self: A Disruptive Model for Postmodern Art Education" (Jane Gooding-Brown); (9) "Preparing Preservice Teachers to Work with Diverse Student Populations: Implications for Visual Arts Teacher Education" (Wanda B. Knight); (10) "A New Case for Clay: Multi-Dimensional High School Ceramics" (Billie Sessions); (11) "A Meta-Critical Analysis of Ceramics Criticism for Art Education: Toward an Interpretative Methodology" (Booker Stephen Carpenter, II); (12) "Teaching Art as Reasoned Perception: Aesthetic Knowing in Theory and Practice" (Richard Siegesmund); (13) "The Feminization of Physical Culture: The Introduction of Dance into the American University Curriculum" (Janice Ross); (14) "Of Hosts and Guests: Curricular Discourses at a Southeast Asian Cultural Village" (Cameron Graham); (15) "Hanging Emily: Issues in Art, Text and Education" (Karen Knutson); (16) "The Creative Process and the Making of a Virtual Environment Work of Art" (Dena Eber); (17) "Spatial Treatment in Children's Drawings: Why Do Japanese Children Draw in Particular Ways?" (Masami Toku); (18) "Conversation as Pedagogy in the Teaching of Art" (Jane Zander); (19) "Sharing the Mountain; Tabasaran Weaving Culture" (Lorraine Ross, '96); (20) "Color Shards and Carpets: Context in Dagestan" (Lorraine Ross, '97); (21) "Anton and Jay's Sports Trading Card Series: Embracing the Presence of Letters" (Lisa Schoenfielder); and (22) "Teaching Art Via Culture: Fictive Travel as a Learning Tool" (Erin Tapley). (EH)

This issue of "Art to Zoo" focuses on Japanese art and is adapted from materials developed by the education department of the Smithsonian Institution's Freer Gallery of Art and the Arthur M. Sackler Gallery. After learning how to look at paintings, students make paper screens that resemble Japanese screens. Background essays about Japan place the art lessons within a larger social studies unit on Japan. Sections of the lesson plan include: (1) "Geography of Japan"; (2) "Looking for Clues: Paintings as Information Sources"; and (3) "Japanese Screens." Worksheets, take-home pages, and a resources list conclude the unit. Lessons are designed for grades 4-9 and address art, geography, and social studies. (EH)

Trends and issues related to arts and humanities in adult and continuing education can be categorized in three ways: ways of knowing, informal sites of learning, and cultural pluralism. The arts and humanities are vehicles for critical reflection, and they present paths to the individual construction of knowledge that are intuitive, relational, kinesthetic, visual, and aural alternatives to analytic and scientific methods. However, their potential is moderated by the motivation of adult learners. Much adult education in the arts and humanities takes place at informal sites and is increasingly focused on nontraditional audiences. Arts and humanities help homeless and incarcerated women find their voice and acquire critical literacy; humanities can help criminals alter their mental maps of the world and transform behavior. The democratizing of culture is reflected in another trend. The increasing cultural pluralism of society is expanding the notion of what is considered "legitimate" art, who creates art, and what are "acceptable" responses to it. Adult education in the arts and humanities has the following benefits for both individuals and society: development of perceptual ability, ability to exploit a particular medium of expression, ability to engage in the creative process, awareness of the nature of artistic activity, and critique of cultural value systems. (The document contains an annotated listing of 27 resources.) (YLB)

These two 1996 issues of the journal "Offspring," a publication of the Michigan Council of Cooperative Nursery Schools, cover a variety of topics familiar to nursery school and day care providers and pertinent to the mission of the publication. Articles are short pieces useful to parents, teachers, and others and aim to provide a forum for views on dealing with young children, express a variety of ideas, promote the co-op philosophy, and to enhance relationships with children and each other. The articles are frequently accompanied by classroom activities and activity pages. Articles in these two issues include: (1) "Lighten Up; Love Yourself; Laugh A Lot" (interview with John Bernardo); (2) "Does the Test Pass the Test" (Marianne Russel Kugler); (3) "Learning to Read with Style" (Mary V. Renner); (4) "Artfully Yours" (Jessie Halladay); (5) "Talking about Sex, Babies, and AIDS with Preschoolers" (Mary W. Paonessa); (6) "Sense and Nonsense about Preschool" (David Elkind); (7) "Mental, Emotional, and Physical Effects of Laughter" (Kaye Olson); (8) "Lions, Tigers, and Bears, Oh My!" (Lynn Simons); (9) "Saying 'I Love You'" (Jane Bluestein); and (10) "Surviving the Cold Season" (Susan F. Engert). (SD)

Through the study of several works of art by Albert Bierstadt, George Catlin, Winslow Homer, and Thomas Moran, this resource explores the way that people felt about their growing nation during the period of westward expansion until the end of the 19th century. It introduces students to basic principles of landscape painting and has students practice geography skills to gain appreciation for the physical characteristics of different regions of the United States. Lesson plans and suggestions are provided. Black and white reproductions of work by several artists are provided for use with suggested activities. (MM)

This serial issue is devoted to examining the artists of Germany, their cultural economy, and their increasing dependence on public agencies for support. The prospects for the up-and-coming generation of artists are examined and the available training institutions, teaching staff, study programs and qualifications for professional prospects and career opportunities. Articles include: (1) "Professional Artistic Training in Germany: An Introduction" (Andreas Joh. Wiesand); (2) "Training at Colleges of Art" (Carl Friedrich Schroer); and (3) "Training at Colleges of Music" (Werner Schulze-Reimpell). (EH)

This digest discusses the symbiotic relationship between art and social studies and suggests ways to integrate the two in the curriculum. The document advocates the study of art in context as a way to help students better understand the historical past by the values reflected in artwork, as well as recognize the power and potential of art for shaping contemporary attitudes and values. Discipline-based art education is compared with social studies concerns and parallels are drawn with art history, art criticism, art production, and aesthetics. Suggestions are given for integrating art and social studies, striving for balance that does not reduce one to the subservience of the other. Thematic, integrated, and multi-disciplinary instructional designs can cluster learning, make connections among activities, discover relationships among things, and encourage mastery of subject matter. (EH)

Throughout history, in all parts of the world, people have struggled with the problem of loss. Moving words have been written and beautiful objects created to preserve the memory of people and their achievements. This theme issue explores the different ways that people have been praised and remembered in works of art. An introduction suggests a variety of memorial types and discusses aspects of durability and selectivity. Four memorials are presented: (1) "A Memorial to a King: Head of an Oba"; (2) "A Memorial to a Soldier: 'Painting No 47, Berlin'" (Marsden Hartley); (3) "A Memorial to an Athlete: 'Ritual Road Serving Vessel'" (Jing Gui); and (4) "A Memorial to a Family Member: 'Adams Memorial'" (Augustus Saint-Gaudens). A lesson plan section gives suggested activities that correlate with the memorials described. A student worksheet and take home page in English and Spanish are given. The issue concludes with a list of resources. (MM)

This journal theme issue focuses on Visual Arts and Gender Equity with particular emphasis on art education. Articles include: (1) "Gender Equity and Visual Arts Education" (Lee Emery); (2) "Deconstruction: A Methodology for Exploring Dominant Ideologies and Gendered Relations in the Visual Arts" (Annie Reid); (3) "Advocating a Gender Inclusive Curriculum in the Visual Arts: Politics, Pedagogy, Postmodernism" (Julie Rosewarne Foster); (4) "Western Philosophy and Women Artists: Inferior, Subordinate, Private, and Other" (Penelope Collet); (5) "Gender and the Practice of Textiles" (Kay Lawrence); (6) "Gender Differences in Children's Drawings" (Cathy Speck); and (7) "Considering Gender Equity Policy and Recent Debates in Relation to Arts Education" (Sue Davis). (MM)

Each of the four annual issues of this publication explores a single topic through an interdisciplinary, multicultural approach. Science-based technologies and their impact on the lives of everyday citizens are the focus of this issue. Activities encourage students to think about the profound influence science-based technologies had on U.S. society during the middle decades of the 20th century. Each lesson identifies objective, needed materials, areas of subject integration, procedures for implementation and student worksheets. Lessons in this unit include: "The World of Tomorrow?"; "My World's Fair"; "A World Transformed"; and "Science-Based Materials in My Home." A take-home page is given in English and Spanish. The issue concludes with a list of resources. (MM)

Papers from the conference include the following: "Activites orales et motivation dans l'etude du vocabulaire d'une langue etrangere (Oral Activities and Motivation in the Study of Vocabulary in a Foreign Language)" (M. Guisset); "Bridging High School and College Classes through the Multicultural Approach: The Case of Francophone Africa" (T. Mosadomi); "Foreign Language Education in the Middle School: A Special Education Teacher's View" (M. G. M. Finamore); "German Folk Dances: An Innovative Teaching Tool" (A. Wedekind); "How Can a Mess Be Fine? Polysemy and Reading in a Foreign Language" (H-W. Kang); "Interactive Pedagogy in a Literature Based Classroom" (V. Mayer); "Language Telecourses for Adults--Pros and Cons" (M. S. Pearlman); "Les Santons de Provence: Inspiration for an Interdisciplinary Project" (L. L. Lucietto); "More than a Required Skill in Today's Curriculum: Critical Thinking and Collaborative Learning in Foreign Languages" (C. E. Klein); "Music as a Means to Enhance Cultural Awareness and Literacy in the Foreign Language Classroom" (J. W. Failoni); "Near Immersion Results in One-Third of the Time" (J. Lang); "On Organizing a Learner-Centered Advanced Conversation Course" (D. Guenin-Lelle); "Opera and Art in the French Foreign Language Classroom" (L. Hekmatpanah); "Strategies for Producing a Video-Letter in the Foreign Language Classroom" (M. F. Dominguez); "The Language of Language: An Interdisciplinary Approach to Language Learning" (J. T. Mann); "Towards Teaching French Civilization in Context: A Technology-Aided Approach" (E. L. Corredor); and"Where Is the Text? Discourse Competence and the Foreign Language Textbook" (M. A. Kaplan, E. Knutson). (VWL)

This publication presents manuscripts and research reports by graduate students. Accompanying papers from their mentors establish a context for the student papers. In this volume the works are organized by the sponsoring university. Student papers presented are: (1) "How Will Moy, Chantale, Susan and Lola Make It through Art School?" (Miriam Cooley); (2) "The Development of a Conceptual Framework and Model for Uncovering Meaning in Contemporary Print Advertising in Secondary Schools" (Mary Ruth Smith); (3) "Students' Ways of Knowing Their Ways of Knowing: Examples from Art Education" (Deborah Smith- Shank); (4) "Harold Cohen's Artificial Intelligence Paradigm for Art Making: An Overview" (Mary Leigh Morbey); (5) "A Diagnostic Profile of Art Understandings Based on Verbal Responses to Works of Art" (Carol Stavropoulos); (6) "Artists in the Classroom: An Analysis of the Arts in Education Program of the National Endowment for the Arts" (Constance Bumgarner); (7) "Teachers' Art Assessment Practices: Relationship to Expertise, Experience, Beliefs and Confidence" (Christa Volk); (8) "Art and Teaching: Understanding through Narratives of Experience" (Patrick Fahey); (9) "The Relationship between High Drawing Ability and General Critical Thinking" (Edward O. Stewart); (10) "Queers, Art and Education" (Ed Check); and (11) "A Cultural Interpretation of the Symbolic Production of Self-Taught Artists" (Don Krug). (MM)

This theme issue contains 17 articles which provide a diversity of views on the nature of creativity and how best to nurture it. Five initial articles are: "Creatively Gifted, disadvantaged Children: Their Desperate Need for Mentors" (E. Paul Torrance); "Creative Productivity: Understanding Its Sources and Nurture" (Donald J. Treffinger); "Creativity: Identifying the Unidentifiable (One Person's Opinion)" (Robert S. Sloat); "The Japanese and Creativity" (Kyoko Nakagawa); and "A Curmudgeon's Guide to the Classroom" (Jane Artabasy). Program and curriculum are examined in the following articles: "Developing Children's Creativity" (LeoNora M. Cohen); "A Model for Integrating Thinking and Process Skills into the Regular Curriculum through Gifted Education" (Steven M. Hoover);"Critical, Creative and Cooperative Thinking Activities for Gifted Math Students" (Jean Merzon); "Summer Enrichment: Time to Try an Interdisciplinary Course" (Diane G. Oppenheim); and "Creative Leadership: A New Vision for Education" (Deborah A. Weiner). Creativity in reading and writing are considered in: "Techniques for Stimulating Story Writing among Gifted Children" (Beverly Otto); "'Bravo Minski' Brings Big Thoughts to Young Readers" (William Nikola-Lisa); and "From Antique Books to Word Processing: A Whole-Language Approach Inspires Creativity in Young Gifted Authors" (Terese R. Messman). Finally, the arts are examined in the following articles: "A Wide-Eyed View of the Arts" (Lynn Schornick); "Drawing: A Process of Thinking" (Jeanie Goertz); and "A Case for Arts Education" (Joe Boyer). A paper by Edmund B. Hunt, titled "Reform: The Plight of the Gifted" (excerpted from "The Perils of Reform") concludes the issue. (DB)

This publication presents manuscripts and research reports by graduate students. Accompanying papers from their mentors establish a context for the student papers. In this volume the works are organized by sponsoring university. Student papers presented are: (1) "Interpreting Museums as Cultural Metaphors" (Michael Sikes); (2) "Key Theoretical, Philosophical, and Methodological Concepts Addressed in Two Major American Art Education Publications from 1948 through 1988" (Nanette M. Carli); (3) "Reform of Art Education in the Schools and Its Implications for Art Teacher Preparation Programs" (Linda Willis Fisher); (4) "Breaking the Mold with Humor: Images of Women in the Visual Media" (Sheri Klein); (5) "Orra White Hitchcock: A Virtuous Woman" (Theresa Marche); (6) "A New Look at an Old Barn: A Field Study of Twenty Appalachian Painters" (Lorrie Blaire); (7) "Gender and Genre: A Study of Children's War Drawing" (Robert Dalton); (8) "The Effect of Content Understanding and Pedagogical Experience on Art Teaching" (Elizabeth Kowalchuk); (9) "Aesthetic Attitude Theory as a Factor in Art and Art Education" (Timothy Hicks); (10) "Somatic Knowing and Art Education" (Jonathan Matthews); (11) "Philosophical Bases for Conceptions of Senior Secondary Level Student Evaluation in Art Education in Britain and North America" (Fiona Blaikie): (12) "The Shape of Life the Shape of Art, Context and Maya Women's Weaving" (Julia Kellman); and (13) "Disengagement in Art Education: Curriculum as Institutionalized Knowledge" (Marilyn L. Lapacinski). (MM)

This publication presents manuscripts and research reports by graduate students. Accompanying papers from their mentors establish a context for the student papers. In this double volume the works are organized by sponsoring university. Student papers presented are: (1) "Looking, Talking, and Experiencing Art with Preschoolers" (Shari Stoddard); (2) "Feminist Art Criticism: Issues in Feminist Criticism Written about the Work of May Stevens" (Elizabeth Garber); (3) "In What Ways Can Objects of Utility Be Considered as Appropriate Study for Art Education? An Inquiry Grounded in British and American Contexts, 1832-1988" (Paul Sproll); (4) "Artist, Teacher, Scholar, Organizational Leader, Administrator, Collector: Art Educators' Beliefs about Roles and Status" (Thomas Ritenbaugh); (5)"The Influence of Structural Dimensions on Similarity /Dissimilarity Judgement when Categorizing Paintings: A Developmental Study Proposal" (John Hughley); (6) "Popular Culture, Art Making and the Case of G.I. Joe" (Patrick Fahey); (7) "Verna M. Wulfekammer and the University of Missouri: References in the History of Art Education" (Paula McNeil); (8) "Effects of Differential Instruction Upon the Creative Response of Deaf Students" (Carolyn Kampe); (9) "Toward Development of a Visual Arts Diagnostic Achievement Test: Issues and Concerns" (Robert Sabol); (10) "A Qualitative Exploration of Discipline-Based Art Education and the Ohio Partnership" (Jill Reiling Markey); (11) "Aesthetic Experience: Is It Viable in Contemporary Art Education?" (Anne Wolcott); (12) "Huipiles, Maya Womens' Weaving: A Dance with Time, a Salute to Peace, the Fabric of the Artist's Life" (Julia Kellman); (13) "An Assessment by Beginning Missouri Art Teachers of Their Beginning Teacher Assistance Programs" (Bonnie Black); (14) "A Presentation of the Methodology Used in an Exploratory Study for the Purpose of Generating Hypotheses Regarding the Relationships between an Individual's Daily Life and Aesthetics" (Catherine Ballard); and (11) "Kenneth Burke's Dramatist Pentad as an Alternative Approach to Art Criticism in the Classroom" (Gayle Weitz). (MM)

Papers by graduate students, and occasionally papers from their mentors which establish a context for the student papers, are organized by sponsoring University. Student papers presented are: (1) "A Husserlian Phenomenological Investigation of the Lived Experience of an Art Educator and Children" (Alan Wilson); (2) "Art in General Education, 1870-1900: The Introduction of Three-Dimensional Art Reproductions into the Public Schools of the United States" (James McNutt); (3) "Excellence in Education. Excellence in Art Education?" (Karen K. Thomas); (4) "Identifying Factors Related to Guidance Counselors' Attitudes Toward Visual Arts Programs" (Pam Gill); (5) "The Visual Artist in Prime Time Television" (Roy Pearson); (6) "Professionalization and Change in Art Education" (Mary Ellen Connelly); (7) "Reflective and Reflexive Approaches to Microcomputer Graphics: A Study Comparing Logo Turtle Graphics Programming and Paint Graphics Software in Teaching Art Concepts to Sixth Grade Students" (Kenneth Sakatani); (8) "Toward a Theory of Supervisory Practice for Discipline-Based Art Education" (Katherine Schwartz); (9) "Symbolic Interactionism as a Theoretical Perspective for the Study of Children's Artistic Development" (Pat Tarr); (10) "A Change of Vision: The Emergence of the Systems Paradigm" (Pat Perrin); (11) "Johannes Itten: Master Teacher and Pioneer of Holistic Learning" (Kathlenn Shukair); (12) "The Effect of Free and Exemplar Sorting Strategies on the Perception of Visual Structure Found in Non-Objective Paintings" (Anna Kindler); (13) "Reasons for Not Forgetting" (Steve McGuire); (14) "Review of Program Options for Gifted and Talented in the Visual Arts" (Mark Jones); (15) "Identifying Teachers' Concepts and Subsequent Practices of Art History" (Mark Moilanen); and (16) "Adolescents' Creative Productivity in the Arts" (Rochelle Robkin). (MM)

Papers by graduate students, and occasionally papers from their mentors which establish a context for the student papers, are organized by sponsoring University. Student papers presented are: (1) "Sequencing as a Student Strategy" (Elisabeth Hartung); (2) "The Role of the Horse as Subject Matter in Adolescent Girls' Artwork" (Alanna Stalker-Horner); (3) "Artistically Talented Students: A Call for Research" (Dale Boland); (4) "The Effect of Art Training Upon Drawing by Children in a Multi-Cultural Setting" (Alan Richards); (5) "A Naturalistic Study of Primary Aged Student's Visual and Verbal Responses to Selected Visual Stimuli" (Karen Thomas): (6) "The International Society for Education Through Art: A Brief Historical Overview" (Jane Rhoades); (7) "Teaching Art History to Children: A Philosophical Basis" (Jennifer Pazienza); (8) "Conversations and Postcards" (Joan Yochim); (9) "Linguistic Proficiency and its Application to Art Criticism and Art Appreciation" (Candace Jesse Stout); and (10) "A Culture in Conflict: Viewed Through the Art of Contemporary Wisconsin Indians" (Patricia Stuhr). (MM)

Papers by graduate students, and occasionally papers from their mentors which establish a context for the student papers, are organized by sponsoring University. Student papers presented are: (1) "The Relationship of Amount of Experience in Art to Visual Perception and Picture Memory" (Scott Wiley); (2) "In Pursuit of the Idea that the Child Art Process Can be Disclosed" (Nancy Lambert); (3) "Sex Role Stereotyping and Art Education" (Alana Stelker-Horner); (4) "Artistically Talented and Academically Gifted Junior High School Students: A Comparative Study of Their Backgrounds, Interests, and Ambitions" (Charles Gareri); (5) "Papermaking from Selected Malaysian Fibers: An Investigation of Its Artistic Potential through the Creation of Original Paper Artworks" (Chen Teng Beng); (6)"Yoruba Traditional Art: Symbolism and Interpretation" (Moses Fowowe); (7) "Textbooks for Art Education: Functions and Limitations" (James Lomis); (8) "Place and Imaginal Dwelling" (Scott Meyer); (9) "A Penetration of the Historical Theory of Poetic Tropes: A Phenomenological Investigation of the Iconic Historical Field: A Hermeneutic Study" (Bob Troxell); (10) "So, Why Sit Still?" (Steve McGuire); (11) "The Meaning of Art Environments for Art Students" (Joan Yochim); (12) "The Effectiveness of Studio-Based Art Humanities Curriculum" (Susan Atkins); (13) "Missouri Artist Jesse Howard: An Ethnographic Study" (Ann Klesener); (14) "Awareness of the Natural Landscape: A Three-Part Strategy Analyzing the Lives and Works of Landscape Painters for Educational Purposes" (Heather Anderson); (15)"Comparisons of Recognition Capabilities and Preferences for Representational, Abstract, and Non-Objective Paintings" (Kerry Freedman); and (16) "Teachers' Decision Factors in Judging and Planning Discussion Activities for Elementary Art Programs" (Connie Landis). (MM)

Papers by graduate students, and occasionally papers from their mentors which establish a context for the student papers, are organized by sponsoring University. Student papers presented are: (1) "Cognitive Strategy in Design: The Measurement of its Effect On the Student Design Project" (Michael Eckersley); (2) "The Effects of Structured Criticism Upon the Perceptual Differentiation and Studio Compositional Skills Displayed by College Elementary Education Students" (Dora Janov); (3) "Development and Evaluation of an Art Program for Adolescents with Profound Emotional, Social, Intellectual, and Academic Dysfunction" (Linda Nolan); (4) "Artist of the Environment: Frederick Law Olmstead" (Virginia Fitzpatrick); (5) "An Historic Account of the Origin of the Thompson Art Collection in Peru, Indiana and its Educational Uses" (Paul Engle); (6) "The Ceramics of Failaka: A Question of the Function of Tradition in Artistic Creation" (Safwat Nourel-Din); (7) "Cross-Provincial Policies in Canadian Art Education" (Laurie Baxter); (8) "The Effects of Teacher Intervention and Peer Interaction on Fifth Grade Students' Studio Art Performances" (Karent Kakas); (9) "Transsubjectivity and the Imaginal Event" (Scott Meyer); (10) "A Questioning Strategy for Aesthetic Scanning" (Gloria Hewett); (11) "Discipline-Based Art Education for Preservice Elementary Teachers" (Sally Myers); (12) "Dealing With Distance/Attempts at Nearness" (Priscilla Fenton): (13) "Narrative Interpretation: Personal and Collective Storytelling" (Steve McGuire); (14) "A Description of Two Approaches to Instruction in a Survey Course in Art History" (Mercedes Thompson); (16) "On Defining Art as a Language: A Comparison on Languaging and Drawing Processes" (June Eyestone); and (17) "'Let's Draw'; Art Education by Radio" (Mary Kelly). (MM)

"Marketing Folk Art" is a special section (pages 43-89) of this serial issue addressing the folklorists' role in developing marketing strategies to improve the lot of folk artists and protect their traditional forms of expression from commercial exploitation. The following six articles, introduced by Rosemary Joyce, focus on these topics: (1) "The Marketing of Objects in the Folk Art Style" (C. Kurt Dewhurst; Marsha MacDowell); (2) "Traditions for Sale: Marketing Mechanisms for Baltimore's Screen Art, 1913-1983" (Elaine Eff); (3) "Who Will Market the Folk Arts?" (Egle Victoria Zygas); (4) "'Crafts Assistance Programs' and Traditional Crafts" (Robert T. Teske); (5) "Commentary" (Geraldine N. Johnson; John Michael Vlach); and (6) "Mitigating Marketing: A Window of Opportunity for Applied Folklorists" (Alf Walle). (MM)

This journal issue highlights a style of U.S. art and literature generally referred to as regionalism and focuses on Iowa's historical role in its development. Compiled to encourage student understanding about how people lived in the Midwest during the 1920s and 1930s, the depression years are featured through presentations; the study of the painting, "American Gothic," and related literature of that period. Historical events are outlined to help students understand and appreciate the impact of regionalist art. Suggestions for interpreting paintings and constructing dioramas of the time period are provided. Articles are included which detail the life of Iowa's regionalist artist Grant Wood and the importance of the Stone City Art Colony in the historical development of New Deal Art Programs. (JHP)

This publication presents manuscripts and research reports by graduate students. Accompanying papers from their mentors establish a context for the student papers. In this volume the works are organized by sponsoring university. Student papers presented are: (1) "A Naturalistic Study of Art Choices in a Preschool Setting" (Karen Thomas); (2) "Two Students View an Art Methods Course: A Case Study" (Tracy Wilson); (3) "A Comparative Analysis of Interpretive Strategies in Contemporary Art Theory and Its Implications to Discipline-Based Art Education" (Rosalie Politsky); (4) "Exhibitions of Children's Art: History, Ideology, and Economics" (Dianne Turner); (5) "An Endangered Species: Art Specialists in Elementary Schools" (Miri Fleming); (6) "The Practical Knowledge of a Fine Arts Supervisor in Educational Change: A Case Study" (Rita Irwin); (7) "The Influence of Instruction on Color/Form Classification Strategies and Longterm Memory: A Developmental Study" (Dennis Fehr); (8) "Traffic Jam: Curriculum as Dialogue, Recollection, and Reflection" (Patrick Fahey); (9) "Can We Speak Their Language? Toward an Understanding of Standardized Testing Techniques and Their Alternatives with an Examination of States' Approaches to Assessment of the Visual Art Student" (Sandra Finlayson); and (10) "The Transition from Modernism to Post-Modernism and Its Problematic Impact on Art Education Curriculum" (Ardeshir Kia). (MM)