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Special Programs to Enhance the Education of Disadvantaged Youth (Project SPEEDY) was in its seventh year of Title I funding, the main thrust being in the area of corrective reading and other programs designed to promote language development. Although concentrating funds on fewer students has been made increasingly difficult by busing pupils, because of busing, basic Title I services were extended to 78 other schools. Other instructional programs were: Art Therapy, Primary Mathematics, Keyboard Music, Business Education for Delinquent Children, Neglected Children's Programs, and Preschool Programs. Evaluation of the corrective reading program was based on a pretest-posttest comparison of results on the Vocabulary and Reading Comprehension sections of the Gates-MacGinitie Test. Test results showed that 58 percent of the pupils achieved at least one month's gain per month of instruction on the Vocabulary section, as the same percentage did to the same extent on the Comprehension section. Results of the Primary Math Project for pupils in the kindergarten, first, and second grades showed that mean gains from pretest to posttest exceeded expectations. (RJ)

Reported were the results of a survey of approximately 78 leaders in the field of education for the gifted and talented who were asked to identify priority needs and areas of greatest potential for investment by the private sector. Participants were said to have been selected on the basis of national reputation, specific accomplishments, current knowledge, practical experience, and understanding of gifted and talented education. Identified were the following priorities: coordination of resources on a national scale; development of leadership by individuals and institutions; services, especially community related services for the gifted; training of personnel, including parents, to work with the gifted; reserach, on other than academic identification techniques; and arts and humanities as both process and product for the gifted. Also identified were the following target populations: institutions, rural residents, urban residents, American Indians, Blacks, Spanish speaking people, the handicapped, women, and parents. Age groupings considered ranged from early infant education through college and lifetime learning. Appended are the survey letter and a listing of respondents. (DB)

NINTH-GRADE STUDENTS WERE SELECTED AS A SAMPLE TO STUDY THE RELATIONSHIP OF CERTAIN PREDICTION AND SELF-EVALUATION DISCREPANCIES TO ART PERFORMANCE AND ART JUDGMENT. STUDENTS WERE REQUIRED TO DEVELOP AN OIL CRAYON DRAWING, RESULTING FROM AN IMAGINARY SENTENCE SPOKEN TO AND SEEN BY ALL PARTICIPANTS. PREDICTIONS OF PERFORMANCE WERE ASKED PRIOR TO AND EVALUATIONS AFTER PERFORMANCE OF STUDENTS AND THEIR PEERS. RESPONSES TO A PROFESSIONAL OIL PAINTING WERE ASKED ON EACH OF EIGHT DESCRIPTIVE CRITERIA AND THE OVERALL CRITERIA. A PROFESSIONAL JUDGE-TEAM JUDGED BOTH THE STUDENT'S DRAWING AND THE PROFESSIONAL OIL PAINTING USING THE SAME CRITERIA. THE PEARSON PRODUCT-MOMENT COEFFICIENT, AND ANALYSIS-OF-VARIANCE TECHNIQUES WERE USED IN THE STUDY. THE CONCLUSIONS AND IMPLICATIONS FROM ANALYSES OF DATA SHOW THAT STUDENTS PREDICT THEIR ART PERFORMANCE IN AGREEMENT WITH JUDGE'S PROJECTIONS OF STUDENT ART ABILITY BASED ON THEIR WORK. THE PREDICTION OF STUDENT ART ABILITY BY THE JUDGES AGREES WITH STUDENT SELF-PREDICTION. THERE ARE INDICATIONS THAT STUDENT SELF-EVALUATIONS OF ART PERFORMANCE (GENERALIZED "GESTALT" SELF-EVALUATIONS) RELATE TO JUDGE'S ESTIMATES OF STUDENT ART PERFORMANCE ON MEASURES THAT ARE DESCRIPTIVE IN NATURE. THE STUDY ALSO INDICATES THE "GESTALT" MANNER OF JUDGING STUDENT ART PERFORMANCE IS AS RELIABLE AS SEPARATE DESCRIPTIVE CRITERIA. SEPARATE DESCRIPTIVE CRITERIA ARE THE MOST USEFUL WHEN THE INTENTION OF THE EVALUATION IS TO GUIDE STUDENT ART PROGRESS. CERTAIN ASPECTS OF ART JUDGMENT APPEAR PREDICTABLE THROUGH THE USE OF DISCREPANCY TECHNIQUES. DISCREPANCIES AND ART PERFORMANCE APPEAR LESS RELATED BY THIS STUDY. (GC)

Although television presentations of theater, ballet and opera often lose something of the original, it can equally well be argued that almost any presentation of these arts on television provides large number of people with some access to arts which would otherwise be inaccessible. In addition, even though direct presentations of many works of art suffer from the translation to television, it is possible for talented people to creatively adopt classics to the medium of television. In fact, television, especially cable television, and perhaps two-way cable television in particular, may have its greatest potential as a new creative medium for works of art, rather than as serving existing arts. Finally, cable television provides sufficient channel capacity that larger numbers of educational and informational programs about the arts will become feasible. For all these reasons, then, the onset of cable television provides a golden opportunity for an expansion of the arts and their public. (RH)

Nine conference papers focus on objectives, methods, and alternatives in the education of handicapped children. The first paper, by Sidney P. Marland, U. S. Commissioner of Education, reports on progress made towards full educational opportunity for handicapped children. Research design and methodology are discussed in relation to curriculum research past and present, a five-category research framework, and design of a curricular research methodology. Other papers concern the special education resource room, a model preschool for handicapped children and the behavior modification model, competency based education, the usefulness of instructional materials, inservice teacher education to improve services to mildly handicapped children in the regular classroom, the effects of isolated study on academic performance, and an exhibition of art by the handicapped. (KW)

An interdisciplinary English-Social Studies-art-music seminar taught by several staff members is proposed in an article in the Maine English Bulletin. Required courses such as English and Social Studies represent the core of the program which is enriched by the introduction of art and music. The curriculum is constructed around broad questions such as "What are the universal themes?". Course work include individual reading, independent study projects, and field trips in addition to seminar discussions. Although the course is designed for heterogeneously-grouped students, a bibliography of readings, films, and records is suggested for slow learners. (RS)

The research reported here was designed to measure the abilities of school-age children to form and generalize "visual concepts" on the basis of their observation of prepared sets of art reproductions. The art reproduction sets displayed similarities based upon various visual attributes. Discrimination of the attributes common to any given set was taken as evidence of concept formation. Selection of similar reproductions in additional displays was taken as evidence of concept generalization. Additionally, tape-recorded discussions of the test administrations were analyzed. These discussions yielded additional evidence of successful test performance (on a verbal dimension) and were useful in describing the character of children's abilities to discuss the visual attributes of art reproductions. Evidence gathered indicates that students at all grades (except, possibly, kindergarten) are able to form visual concepts from their observation of selected sets of art reproductions. Subjects also successfully described their classification of observed visual similarities when discussing the items. Students at all grade levels are also able to generalize visual concepts to previously unencountered examples. Reliability indices, computed for both types of displays, were below minimum standards for tests used to evaluate individual performance. The obtained reliabilities were attributed to interactions of low item intercorrelations, test length, and the lack of experience among subjects with the tasks tested. (Author/CK)

Produced with funds under Title III of the Elementary and Secondary Education Act, this unit on Pima cultural background and Middle American civilization was designed to help Pima students achieve a sense of identity and pride in their Indian background by (1) thinking of themselves as a people with a long history and (2) learning that their culture is part of Indian civilization. It is noted that this unit, which supplements the study of Ancient History, is divided into 4 parts: Prehistory, which includes a discussion of the development of agriculture; The Mayas, which discusses intellectual contributions in astronomy, mathematics, writing, and art; People of the Valley of Mexico, which describes their organized way of life (e.g., large irrigation projects, cities, armies, and empires); and The Hohokam, which describes the prehistoric people of Arizona. The unit contains both a student booklet and a teaching guide for each of the 4 parts. A bibliography is also provided for each part of the unit, and student booklets, slides, transparencies, and movies are cited. (PS)

Culturally oriented instructional materials for Pima children are described in this final report of a 3-year study funded by the Elementary and Secondary Education Act, Title III. The reported objective of the project was to assist the Pima children living on the Gila River Indian Reservation in Arizona to develop a positive self-image and a sense of pride through better knowledge, understanding, and appreciation of the Pima culture and the contributions it has made in their lives. In the document, the Instructional Materials Center is described, and expanded services of the center are noted. Descriptions of materials developed through the project in the areas of reading, Pima cultural background, soil science, and social studies are also presented, and a catalog of non-print materials available through the Instructional Materials Center is described. A financial report is appended. (PS)

The purpose of this booklet is to describe some of the facets of the American Indian community for the teachers in the Minneapolis School System. The history and activities of the Indian Advisory Committee to the Minneapolis Public Schools are described, and a membership list is included. To assist teachers with Indian students in their classrooms, information is provided on the contributions of the Indian to American culture in the following areas: foods, medicine, inventions, and social concepts. Background information is also given on Indian religion and art, and some of the current problems of urban Indians in the area of employment are discussed. Also included are a list of Indian organizations and services in the Twin Cities and a list of programs available for Minnesota Indian students. (PS)

A booklet on legislation affecting the Office of Education is presented. It is divided into two parts. The first is a summary of pertinent legislation arranged by title and section. The second presents a brief description of the assistance or program offered, who may apply and how funds are disbursed. Program categories include undergraduate assistance, graduate opportunities and assistance, special programs for educational personnel, vocational opportunities and assistance, research, construction and remodeling, equipment and materials, and educational services. (Author/CK)

Included in this report are four short papers on television techniques which are used to produce images on a television screen. They are designed to enhance the use of television as an art form. (RH)

Presented are guidelines for the use of 65 captioned films for the deaf (numbers for each category are listed in parentheses) which relate to art (four), ecology (six), guidance (five), health and safety (two), language arts (11), physical education (four), science (16), social studies (14), and vocational education (three). The guidelines are designed to help teachers by providing film synopses and suggestions on use, objectives (behavioral and general), motivation, vocabulary, culminating activities, evaluation, and additional resource materials. Florida edition films are listed by subject area with title, captioned films for the deaf number, appropriate age level, and page number. A complete list of all other educational captioned films for which study guides have been written for the past 8 years appears in the appendix. Also provided is a directory of publishers and distributors. The scripts of five films are included as a possible helpful addition. (GW)

Described is the creativity center program, part of Project Gifted, an educational program for gifted intermediate grade children. The report pertains specifically to the Warwick Public Schools in Rhode Island. The program is described to give gifted children opportunity and encouragement in their academic and personal development. The program offers educational opportunities in both verbal and nonverbal learning, with half of the program focusing on creative writing, and half on visual arts activities. Eighty children participated during the first year and were divided into 10 groups, each group spending one half-day session in the creativity center for a total of 36 lessons. The teacher role is defined to be that of creating a favorable, receptive atmosphere, of recognizing and encouraging talent. Art is thought to have great potential for revealing children's ideas and emotions and for nurturing their creative growth. Specific objectives of the visual arts program and the creative writing program are listed, followed by the educational objectives of illustrative lessons. Suggested art processes and media are listed, as are composition language, and style skills. (For related studies, see also EC 042 228-230.) (CB)

The second volume of guidelines on choosing avocational activities for handicapped persons is presented. (For first volume, see EC 042 138.) Activity descriptions are made for 88 collection activities, 84 craft activities, 83 art and music activities, 88 educational, entertainment, and cultural activities, 98 volunteer activities, and 88 organizational activities. Information concerning avocational activities is presented in two forms. First, a check list is provided and includes information such as a listing of environmental factors, social psychological factors associated with the activity, possible cost of equipment and needed supplies to pursue the activity, an estimate on whether the activity is within the physical and/or mental capacity of an individual with a specified impairment, references, and an estimate of the range of energy expenditure. A brief narrative description then follows the check list. The narrative contains a general description of the kind of activity involved and its relationship to various impairments. No attempt is made to explain activity rules and regulations. The Dewey Decimal and Library of Congress code numbers are presented at the beginning of each narrative. (For the quick find list, see EC 042 140.) (CB)

In an effort to improve the predictability of course grades in the College of Fine and Applied Arts the Torrance Figural Test (Form B) of Creative Thinking was administered to entering 1968 freshmen. Four figural creativity variables (Fluency, Flexibility, Originality, and Elaboration) were correlated with course grades, American College Testing Program scores, sex, and first semester grade-point-averages. Only one out of 100 correlation coefficients computed was statistically significant. In a multiple discriminant function, the creativity scores did differentiate among Architecture, Art, and Music curricular groupings. Nevertheless, it was concluded that this test appears to have no utility in enhancing the prediction of course grades. (Author/MS)

The course, "Ideas of Western Man: Expressionism and Realism," involves the analysis of some predominant schools and man's changing thought through the study of literature. In studying Expressionism and Realism as they have affected contemporary American Culture, philosophy is emphasized, and painting, sculpture, and music are used for illustration. A 33-page listing of resource materials for students and teachers is included in this course outline. (CL)

This paper considers 12 paintings which are a cross-section of the art work done by a kindergarten class of 5-year-olds in an attempt to support the following assertions: that there is a qualitative correspondence between the level of maturity evidenced in the paintings and in their speaking about them; that the degree of development in both speech and painting is affected by the child's home environment; and that increasing sophistication in most children's paintings is paralleled by increasing sophistication in their use of language. Only partial evidence was found to support these assertions. Correspondence between levels of maturity in painting and in oral language was recognizable in 6 of the 12 paintings. Significant indications that the child's home environment affected development in painting and speech were apparent in four examples. Increasing sophistication in painting corresponded to increasing sophistication in language usage in five instances out of a possible nine. Photographs of the paintings considered are included in the paper. (CL)

This study asks: What methodologies permit one to describe and analyze the drawing process and series of artist in a manner cognitively adequate and close to the artist's imaginative consciousness? It assumes that: 1) arting is an ultimate realm of man's experience; 2) it includes artistic causality, idiosyncratic meaning, and intentional symbolization; 3) it is a unitless psychic phenomenon of the artist's stream of consciousness; 4) the researcher must be close to the creating stream of consciousness; and 5) this demands a special participant observer role. The data are based on collections of artists' extended drawing series. Knowledge of their construction comes from shared histories stimulated by time-lapse records of drawing processes. The synthesized information is the basis for exploration of modes of description and analysis. The emphasis is on qualitative description of the case as an idiographic history, not as a type. The world view and method is contextualism. The study explores 1) presentational modes close to the artist's stream of consciousness and 2) historical and interpretive modes twice removed from the creating stream of consciousness. It ends with a summary and critique of the delineated modes. (Author)

The report describes general education courses offered at Wilde Lake High School--a school that maintains a flexible environment conducive to learning and hopefully fosters individual development and growth. The aim of the school is to create an environment that helps students: adjust and cope with their environment outside the school; develop according to their individual needs; become more independent; make intelligent choices, make decisions, and become responsible for their actions. The major portion of the document presents course descriptions along with philosophy and course goals which emphasize student centered curriculum in the areas of English, foreign languages, social studies, science, home economics, individualized mathematics, physical education, art and music. Additional sections are included on the media center, which relates to, is coordinated with, and permeates the entire school program, and the need for the development of a human resources program involving students and school personnel. (SJM)

This document presents statistical data on the status of women in full-time teaching positions in 164 college and university art departments. This status can best be summarized by the relationship, "the higher, the fewer." The percentage of women at various faculty ranks decreases steadily from instructor to full professor. Necessarily, the opposite is true for men. The data do not provide an answer to why "the higher, the fewer" relationship holds so pervasively. However, they do indicate that in those departments that have Ph.D.'s on their faculties, the percentage of women with Ph.D.'s exceeds the percentage of men by almost 25%. Hence, although women are concentrated at the lower ranks, they may be more highly trained on the average than their male colleagues. (Author/HS)

This manual has been prepared for teachers who are using or wish to use small group organization in bilingual-bicultural programs at the primary grade level. The manual includes several daily schedules and a series of activities appropriate for small groups of children. The activities described are of varying levels of complexity in Spanish and English, and are organized around the content of several learning or interest centers, including a communications center (language arts, reading, writing), a math center, a science/social studies center, an art center, and a music/listening center. (Author/SK)

Video is a very new medium; painting a very ancient one. This fact inevitably creates a great difference in the two, but not nearly so great as the confusion of this moment makes it seem. In an effort to reconcile the two media four concerns--naturalism, surface, a respect for the properties of the medium, and motion--appear to be important. These things do not represent goals--these are creation and expressiveness--but they do represent the ways one tries to reach goals. Video has almost no aesthetic history of its own, only the aesthetics of other media. In a sense it's too new for an aesthetic to be formed about it, but any art form that's a living, vibrant art form is always too new for an aesthetic about it to be formed. If it stops being too new, then it's an historical phenomenon and is probably no longer being done. That's true of painting, as well as video. (Author/MC)

A report for Preparatory School and Elementary School in German, compiled by the Institute for Course Design and Educational Reports is presented. The contents are: (1) Conceptual and Structural Problems. (2) Social Education and Superintendence of Play. (3) Language and Language Cultivation, and (4) Modeling, Art, Music and Rhythm Education, Movement, Body, Thinking, Mathematical Games, etc. There is an Appendix of Applicable Literature. Twenty-three references are listed. (RG)

GRADES OR AGES: Grades 1-12. SUBJECT MATTER: Art. ORGANIZATION AND PHYSICAL APPEARANCE: The presentation gives broad outlines and suggestions on how to teach a variety of art forms. The pages are lithographed in loose-leaf form and are bound in a plastic cover. OBJECTIVES AND ACTIVITIES: As a guide it aims at being a starting point from which a teacher, operating at any grade level, can adjust to a changing curriculum. INSTRUCTIONAL MATERIALS: Materials are listed for each art medium taught and for each level of activity. STUDENT ASSESSMENT: No provision is made. (JB)

This experimental course of study has a twofold purpose. Primarily, it is intended to serve as basis for an elective for the 11th or 12th year student. Openended in organization, it encourages teachers and students to add new dimensions. It provides a comprehensive bibliography and detailed information with which to develop an elective in the area of social studies and as an adjunct to a world literature course. Secondly, it is intended to serve as a resource for teachers of all grades. It provides necessary background information and suggested activities to permit the teacher to enrich classroom activities, as well as providing areas for individual study. Focussing on China, India, and Japan, the course is divided into five themes: 1) Geographic Factors; 2) Family Life; 3) Religion and Society; 4) Art and Society; and 5) Literature. Some of the course objectives are to: 1) develop understanding of the contemporary cultural patterns and value systems of three nations; 2) develop understanding of problems faced by Asian nations in dealing with the intrusion of modern economic, political, and social forces; and, 3) broaden and deepen skills in use and interpretation of data and in evaluation of the sources of this material. (FDI)

Prepared by a curriculum writing team of secondary teachers, this draft curriculum guide for grades 7-12 includes 25 levels of achievement in art. Each level has stated behavioral objectives and a list of suggested activities from which it is hoped the teacher will pick the most appropriate ones for his/her classes. Some of the areas of art covered in the 25 levels are: drawing, painting, figure drawing, design and color, 3-D design, studio, handbuilding in clay, slab variations in clay, and sculpture. (OPH)