Children and Their Art: Methods for the Elementary School

432 emotional disturbance, 72. See also special Fountain (Duchamp), 288 Goya, 259, 261
needs learners Francis, Sam, 202 Grand Canyon of the Yellowstone (Moran),
Frankenthaler, Helen, 111, 187
English as a second language (ESL), 71 Freedman, Kerry, 281 245
engobe, 146 French Academy, 235 graphic design, 194, 400
the Enlightenment, 30 Fröbel, Friedrich, 6 Gray’s Raid, 286, 358
entertainment media and design, 194 –195 Fujii, Chuichi, 364 Great Wall of Los Angeles (Baca), 324, 324
Escher, M. C., 353 Great Wave,The (Hokusai), 394, 395
essays and assessing students, 399 G Greece, 230
Estes, Richard, 189, 240 Greed (Almarez), 398
European art, 230 –231, 235 Gablik, Suzi, 208 –209 Greenberg, Clement, 203
evaluation, 386, 387, 392, 409. See also assess- Gaither, Joan, 208, 209 greenware, 145
Galeano, Eduardo, 26 Grigsby, Eugene, Jr., 206, 207
ing students games, art, 329 –331, 332 –333 Grocery (Chen), 292 –293
expressionism games, instructional. See collaborative art Guay, Doris, 71, 77
Guernica (Picasso), 12, 267, 329
abstract, 31, 240 activities Guerrilla Girls, 209, 209, 291
aesthetics and, 267–268 Garden of Eden, The (Schapiro), 126 Guggenheim Museum (Wright), 195, 271
defined, 238 Gardner, Howard, 8, 9, 45, 90 Guilford, J. P., 17
expressive concepts and stages of development, Gardner’s Art through the Ages (Mamiya), 241 Gyotaku, 163
Gates,The (Christo and Jeanne-Claude), 169 –
49 H
Eyck, Jan van, 234, 235 170, 169, 248
Gauguin, Paul, 236 Haftmann, Werner, 237
F Gehry, Frank, 195, 258, 288 Hampton, James, 341
Gentileschi, Artemisia, 234 handicapped students. See special needs learners
Fallingwater (Wright), 239, 239, 258 Géricault, Théodore, 235 Haozous, Robert, 242
Family, The (Grigsby), 206, 207 Germany’s Children Are Starving (Kollwitz), Harunobu, Suzuki, 153
Farnum, Royal B., 15, 16 Heap of Birds, Edgar, 241
fauvists, 237 185 hearing impairment, 72. See also special needs
faxes used for art, 174 Gestalt, 7
Feldman, Edmund, 186 Ghirlandaio, Domenico, 261–263, 262 learners
felt-tip pens, 104 –105. See also specific topics Giclée print, 175 Hegel, Georg, 275
gifted and talented learners Heller, Jules, 151
under media and techniques Heller, Nancy, 241
Female Figure (Maillol), 260 activities for, 95 –97 Hepworth, Barbara, 186
feminism artists’ remembrance of their pasts, 92 –93 Herbart, Johann Friedrich, 6
case histories of gifted students, 91–92 Hinduism, 229
movement in art, 209 characteristics of artistically gifted children, Hispanic American artists, 322
postmodernism and, 33 history of art. See art history
Ferrara, Jackie, 5 88 –91 Hockney, David, 124, 173, 174
Fighting Stallions (Huntington), 269 identifying gifted children, 87– 88, 93 Hofmann, Hans, 125, 239
figure-ground relationship, 190 media for drawing and painting, 97–98 Hokusai, Katsushika, 230, 394, 395
fine arts, 3 special arrangements in art for, 94 –95 Holzer, Jenny, 211, 241
Fish, Janet, 240, 241 teaching methods for, 98 –99 Homer, Winslow, 96, 239, 338, 405
Flagg, James M., 202, 394 Giovanni Arnolfini and His Bride (van Eyck), Hopis, 233, 234
Fly, Fly, Sweet Life (Minshall), 350 Hopper, Edward, 263, 264
Fog Warning, The (Homer), 405 234, 235 Horse Fair, The (Bonheur), 235, 236
foldover view in children’s drawings, 54, 55 Giovanopoulos, Paul, 28 Horsemen, 230
folk arts, 3 glaze, 187 How Much Longer? (Gaither), 208, 209
foreground, 189 glaze firing, 145 hue, 187
forgeries, 274 Goals 2000: Educate America, 396 Huntington, Anna Hyatt, 269
formal assessments, 399 – 401 Gogh, Vincent van, 124, 236, 270 Hurwitz, Al, 332, 333
formalism, 268 Goldsworthy, Andy, 34, 35, 172
formative assessments, 387 Golomb, Claire, 52
form in design, 184 Goodman, Nelson, 26
Foster Parents Plan Program, 355 gothic cathedrals, 231

INDEX

Hurwitz, Michael, 5 K Libyan Sibyl (Michelangelo), 226 433
hyperreality, 37 Lichtenstein, Roy, 240
Kahlo, Frida, 214, 238, 242 Lighthouse and Building (Hopper), 264
I Kahn, Wolf, 347 Lightning Field (De Maria), 36, 170
Kandinsky, Vasily, 238 Lin, Maya, 242, 272, 273, 274, 394
I Dream of Peace: Images of War by Children of Kant, Immanuel, 275 linear perspective, 125, 189 –190
Former Yugoslavia, 114 Kara (Fish), 241 line in design, 185 –186
Kasten, Barbara, 193 linguistic intelligence, 9
illusionistic, 266 Kaufman House (Wright), 239, 239 linoleum and woodcut printing
impressionists, 236 Keleny, Earl, 194, 406
improvisation, 348 Keller, Helen, 69 collography, 160 –161
In a Red Space (Kahn), 347 Kieffer, Anselm, 240 media and techniques, 157–158
Incas, 233 Kiitsu, Suzuki, 230 mixed media methods, 161
Incredibles, The, 289 Kinkade, Thomas, 287 reduction process, 160
India, 229 Kläger, Max, 74 teaching methods, 158 –160
Individual Educational Program (IEP), 75 Klee, Paul, 64, 65, 237 Lippard, Lucy, 26, 34, 209, 210, 242
Individuals with Disabilities Education Act Klein, M. Frances, 356 Little Dancer (Degas), 214
Kleinbauer, Eugene, 245 Liu, Hung, 124
(IDEA), 70 Kleiner, Fred, 241 Lives of the Artist (Vasari), 225 –226
Ingram, Jerry, 282 Klopfer, Leopold, 7, 339 logical-mathematical intelligence, 9
Ingres, Jean-Auguste-Dominique, 236 knowledge and art, 264 –265 London, Peter, 317
Inhelder, Barbel, 7 Kollwitz, Käthe, 185, 238 Lowenfeld, Viktor, 12, 16, 17, 45, 80
instructional games. See collaborative art Koons, Jeff, 195 Luna, James, 242
Koran, 232
activities Korzenik, Diana, 13 M
intaglio process in printmaking, 152 Kruger, Barbara, 241, 291
Integrated School Art Program, The (Winslow), Machida, Margo, 242
L Magleby, McRay, 394, 395
29 Magritte, René, 237
intelligence quotient (IQ), 8, 10 Lange, Dorothea, 272 Maillol, Aristide, 260
intensity, 187 Langer, Susanne, 74 Mamiya, Christin, 241
intentional fallacy in art, 269 –270 language arts and art curriculum, 350 –351 Man, Controller of the Universe (Rivera), 323
International Society for Education through Art Laocoön Group, 230 Manet, 236
Larson, Gary, 26, 27 manipulative stage in development
(InSEA), 18 Last Supper (Leonardo da Vinci), 322
Internet and teaching art, 308 Lawrence, Jacob, 242 concepts learned during, 49
interpersonal intelligence, 9 learning theory defined, 46, 47– 48
interviews and assessing students, 397, 402 drawing and, 104 –105
intrapersonal intelligence, 9 brain research and, 8, 10 –11 enduring nature of, 50
Irises (van Gogh), 270 levels of thinking, 29 importance of naming, 49 –50
Islamic art, 231–233 multiple intelligences, 8, 9 progression in abilities, 48
“I Want You” (poster), 202, 394 philosophy and psychology, influence on, significance of scribbling, 47
Maori people, 233
J 6 –7 Mapplethorpe, Robert, 271
societal values and, 11–13 Marcel Duchamp (Elisofon), 244
Japanese art, 15, 153, 229, 364 views of the learner, 7 Martinez, Maria, 29, 140, 242
Japanese sculptors lesson example, 363 –364 See also art education; teaching methods Marxism, 33
Javits Gifted and Talented Education Act, 87– leather-hard state of clay, 144 Maslow, Abraham, 7
Leonardo da Vinci, 234, 322, 327, 352 Massachusetts Normal Art School, 14
88 Leung Chi Fan, 375 mass in design, 186
Jeanne-Claude, 169, 170, 248 Leutze, Emanuel, 26, 27, 329 mathematics correlated to art, 353 –354
Jencks, Charles, 30 levels of thinking, 29 Mathias, Margaret, 16
Jensen, Eric, 11 Liberation of Aunt Jemima, The (Saar), 270 Matisse, Henry, 65, 236, 237
Jimenez, Luis, 242
Joe, James, 242
Johns, Jasper, 240
judgment of students’ work, 399

INDEX

434 Mayans, 233 Mixed Blessings (Lippard), 209, 242 National Art Education Association (NAEA),
McFee, June King, 17 modeling, 133, 144 18, 35, 342, 373, 396
Mecca, 231 modern art, 235 –238
media and techniques modernism National Assessment of Educational Progress in
aesthetics and, 265 –266 the Arts, 396
classroom supplies and equipment, 370 – attributes of modern art included in, 32
371 basic tenets, 30 National Association of Schools of Art and
clay modeling, 140 –142, 146 –147 belief in autonomy of the artwork, 32 Design (NASAD), 289
displaying students’ art, 377–381 canon of works, 32
for drawing, 110 –111 central beliefs, 31 National Board for Professional Teaching Stan-
freestanding forms of sculpture, 137–138 defined, 31 dards (NBPTS), 396
for gifted and talented learners, 97–98 faith in science and, 30
group activities, 319 –320 formalism, 32 National Center for Education Statistics
linoleum and woodcut printing, 157–158 theory of historical progress in art, 31 (NCES), 13
manipulative stage, 104 –105 view of social progress and art, 31–32
methods of mixing media, 110 –111 Mondrian, Piet, 353 National Endowment for the Arts, 271
monoprints, 154 –155 Monet, Claude, 187, 236 National Museum of the American Indian, 234
murals, 324 –327 monoprints National Society for Education in Art and
paint, 120 –121 media and techniques, 154 –155
potato and stick printing, 156 –157 teaching methods, 155 –156 Design (NSEAD), 18
pottery, 144 –146 Monroe, Marilyn, 350 National Standards for Arts Education, 25, 27,
preadolescent stage, 110 –111 Moore, Henry, 186
puppetry, 320 –322 Moran, Thomas, 245 396
sculpture, 132 –134 Mori, Mariko, 286 National Standards for the Visual Arts, 347
for special needs children, 77–78 Morisot, Berthe, 236 Native American art, 2, 29, 233, 234, 258, 282,
stenciling, 161–163 multiculturalism, 33, 34
symbol-making stage, 105 multicultural understanding and art, 351–352 332, 357
technology use and, 175 –176 multiple intelligences theory, 8, 9, 90 naturalism, 266
See also new media murals naturalistic intelligence, 9
Megatron (Paik), 282, 288 art history and, 322 –324 nature and art
Meier, Norman, 88 – 89 blowups, 328 –329
memory game, 111 ecological themes, 328 aesthetics and, 263 –264
Mendieta, Ana, 242 media and techniques, 324 –327 curricula and, 352
mental retardation, 72, 74 –75. See also special pictures of, 26 Navajos, 233, 234
needs learners subject matter, 325 –327 near East, 228
Mexican art, 3, 4, 319, 322 tableau projects, 327–328 Nefertiti (queen), 227
Michelangelo, 226, 234, 273, 322, 340, 394 teaching methods, 327 neoclassical movement, 235
middle ages museums and galleries neoexpressionism, 240
Christian art, 231 art appreciation and criticism and, 217–220 Neolithic period, 227
Islamic art, 231–233 field trips, 305 –306 Neshat, Shirin, 34
Oceania, 233 use for teaching art, 77 Nevelson, Louise, 92 –93
pre-Columbian art, 233 –234 musical intelligence, 9 New Guinea, 233
middle ground, 189 music correlated to art, 353 new media
Migrant Mother (Lange), 272 Muslims, 231–233 examples, 168 –169
Milbrandt, Melody, 285 response to contemporary art, 171–172
Millet, Jean-François, 236 N self-portraits galleries and, 171
mimesis, 266 –267 technology-based (see technology)
Minshall, Peter, 350 Nadin, Mihai, 167 See also media and techniques
Miró, Joan, 237 naïve artists, 64 – 65 New York Artist in Studio (Deem), 249
Mitchell, Joan, 240 narratives and storytelling through drawings, New Yorker, The (magazine), 400
New Zealand, 233
113 –115 Nike of Samothrace, 230
No Child Left Behind, 7, 396
Nochlin, Linda, 209
Noguchi, Isamu, 242
nonobjective art, 238, 240
nonrepresentational art, 238
Notre Dame cathedral, 231
Nude Descending a Staircase (Duchamp), 244

INDEX

O Paradise (Tolson), 135 hyperreality, 37 435
Parsons, Michael, 183 Marxism and, 33
Oath Taker, 407 Passage (Neshat), 34 multiculturalism, 34
Obesity in Men (Keleny), 194, 406 pencils, 104 –105. See also specific topics under perspectives on, 203
objectivists, 260 semiotics, 36
observation and assessing students, 396 –397 media and techniques themes in, 32 –33
Oceania, 233 pens, felt-tip, 104 –105. See also specific topics theory in art education, 33
O’Donnell, Hugh, 346 Postmodern Perspectives (Risatti), 203
oils and acrylics, 97. See also specific topics under under media and techniques poststructuralism, 33
performance and assessing students, 398 potato and stick printing, 156 –157
media and techniques Persians, 228 pottery, 144 –146
Ojibwa, 234 Pestalozzi, Johann, 6 preadolescent stage of development
O’Keeffe, Georgia, 119, 125, 352, 397 Pfaff, Judy, 184, 404 color awareness development, 122 –126
One Room School (Homer), 338 photography described, 46, 59 – 60
op art, 240 mixing media, 110 –111
organizing a classroom. See classroom activities for children, 171 sources of observation for drawings, 107–108
cameras used for art, 177 understanding of space, 106
organization historical development of, 168 pre-Columbian art, 233 –234
Oriental Poppies (O’Keeffe), 125 photo-realism, 240 prehistoric art, 227
Orozco, José Clemente, 205, 206, 206, 319 Polaroid camera use, 173 Preziosi, Donald, 225
orthopedic impairment, 72. See also special photo-realism, 240 primary colors, 187
Piaget, Jean, 7, 45 Primavera (Botticelli), 264 –265, 265
needs learners Picasso, Pablo, 12, 65, 111, 237, 240, 267, printmaking
Osage Orange (Smith), 214 appropriateness for children, 153
Owatonna Project, 16, 283 270, 329 invention of, 152
pictorial composition linoleum and woodcut, 157–161
P monoprints, 154 –156
approached through form and idea, 111 potato and stick printing, 156 –157
package design project, 287 memory abilities and drawing, 112 –113 processes used, 152 –153
Paik, Nam June, 177, 242, 282, 288 pictorial space in design, 189 rubbings, 153 –154
paintbrushes, 120, 122 Picture Study Movement, 16 stenciling, 161–163
painting Pietà (Michelangelo), 273, 394 styrofoam, 157
pinch methods in pottery, 144 projections used for art, 176 –177
art history and color, 124 –125 Pindell, Howardena, 242, 242 proportion in design, 191
color awareness development, 122 –126 plaster of paris, 139 –140 public funding of the arts, 271–273
communicating concepts, issues, and ideas, plasticene, 144 public schools. See curriculums
Plato, 192, 266, 271, 275 Pueblo people, 234
125 –126 pointillism, 248, 249 puppetry, 320 –322
Giclée paint, 175 Polaroid cameras, 173 Puppy (Koons), 195
manipulating hues, 123 politics and art, 271–273
media and techniques, 120 –121 Pollock, Jackson, 31, 211, 240, 269, 270, 323 Q
oils and acrylics, 97 Polynesia, 233
paint for murals, 325 pop art, 240 questionnaires and assessing students, 398
study of masses and shapes, 124 –126 popular arts, 3 Quilting Time (Bearden), 266
teaching methods, 121–122 portfolios and assessing students, 399
techniques for exploring, 123 –124 Portrait of an Old Man with a Young Boy R
paleolithic art, 227
Pantheon, 231 (Ghirlandaio), 261–263, 262 Radioactive Cats (Skoglund), 170, 171
paper Portrait of George (Arneson), 145 Rain, Steam, and Speed (Turner), 235
box sculptures, 135 –137 postimpressionists, 236 Rainbow (Smith), 270
freestanding forms of sculpture, 137–138 postmodernism
See also specific topics under media and
community and social values and, 35
techniques deconstruction, 36
paper stop out method, 155 era of, 240 –241
papier-mâché, 137–138 feminism and, 33
history of, 235 –238

INDEX

436 Raphael, 234 “Save Our Earth” (poster), 216 soap-eraser printing, 156
rating scale for assessing students, 403 Schapiro, Miriam, 126 social dimension in art education. See collabora-
Rauschenberg, Robert, 163, 288 schema use in children’s drawings, 56, 58 –59
Rauscher, Frances, 10 Scholder, Fritz, 242 tive art activities
Read, Herbert, 192 schools and art education. See curriculums social realism, 266
realism, 235, 241 Scrabble Game, The (Hockney), 173 social reconstruction, 351
Red-Figure Volute Krater, 230 scratchboard technique, 110 social responsibility and postmodernism, 35
Red Hills and Bones (O’Keeffe), 397 scribbling and artistic development, 47 social studies and art curriculums, 349 –350
reduction process, 160 Scull, Ethel, 168 social values and postmodernism, 35
Reeds and Cranes (Kiitsu), 230 sculpture social values reflected in art education, 11–13,
relational concepts and stages of development,
49 box, with paper, 135 –137 317–318, 338 –339
relativists, 260 freestanding forms from paper, 137–138 Socratic method of teaching, 259, 298
reliability, 387 modes of forming and construction, 132 – Soldiers from Pit 1, 141
relief process in printmaking, 152 On Southern Plains (Remington), 240
Rembrandt van Rijn, 152, 154, 163, 187, 234 134 space
Remington, Frederic, 239, 240 in plaster of paris, 139 –140
Renaissance, 231, 234 teaching methods, 136, 137, 140 children’s use of symbols and, 53 –56
Renoir, Auguste, 206, 236 Seaform (Chihuly), 214 in design, 189 –190
resist techniques, 110 secondary colors, 187 studying through painting, 124 –126
Resnick, Lauren, 7, 339 Segal, George, 139 spatial intelligence, 9
rhythm in design, 191 Seim, Sharon, 328 special needs learners
Riley, Bridget, 240, 353 Self-Portrait (Rauschenberg), 288 contributions of art to, 73 –74
Ringgold, Faith, 93, 111, 242, 339 self-portraits, 171, 391, 398 criteria for mental retardation, 74 –75
Risatti, Howard, 203, 210 Self-Portrait with Monkey (Kahlo), 214 definitions of disability terms, 72
Rivera, Diego, 242, 319, 322, 323, 393, 394 semiotics, 33, 36 federal legislation for, 70
Robie House (Wright), 239 “Sensations,” 271 group activities strategies, 79
Rocking Pot (Voulkos), 140 Serenade (Bearden), 215 history and criticisms exposure, 78
Rockwell, Norman, 290 Serra, Richard, 271 inclusion in regular classrooms, 70 –71
rococo style, 234 Serrano, Andres, 271 media and techniques, 77–78
Rogers, Carl, 7 Seurat, Georges, 248 museums use, 77
Roman art, 231 7-Eleven, 292 non-intellectual /developmental disabilities,
romanesque architecture, 231 sgraffito, 146 –147
romanticism, 235 shades, 187 79 – 81
Rosenberg, Harold, 203 shape in design, 186 popular subject matter for art, 76
Rosenberg, Lily Ann, 325 Shapiro, Carolyn, 160 progression through stages, 75, 76
Rousseau, Jean-Jacques, 6 Shatz, Carla, 10 strategies for teaching, 76 –77
rubbings, 153 –154 Sherman, Cindy, 171, 172 teacher qualities needed, 76
Rubins, Nancy, 173 Shimomura, Roger, 242 teaching approach, 75 –76
rubric, 387. See also assessing students Shotgun, Third Ward #1 (Biggers), 307 therapeutic aspects of art education, 74
Running Fence (Christo and Jeanne-Claude), Silva, Pedro, 328 speech or language impairment, 72. See also
169 Sinan, 232
Russell, Charles, 239 Sioux, 233 special needs learners
Siqueiros, David Alfaro, 319, 322 Spiral Jetty (Smithson), 170
S Sistine Chapel, 226, 322 stage theory of development
Skinner, B. F., 7
Saar, Bettye, 270 Skoglund, Sandy, 170, 170 criticisms of, 45
Sabol, Robert, 388 slab methods in pottery, 144, 146 manipulative stage, 47–50
Santana, Larry, 345 Smith, David, 271 overview, 46 – 47
San Vitale church, Italy, 231 Smith, Jaune Quick-to-See, 214, 242, 270 preadolescent stage, 59 – 60
Sargent, Walter, 15 Smith, Walter, 12, 14, 15, 16 symbol-making stage, 50 –59
Smith, William, 271 standardized assessments, 386, 399
Smithson, Robert, 170 Standards for Art Teacher Preparation, 396
Standing Glass Fish (Gehry), 288
Star Doll (Mori), 286
Steele, Bob, 74, 103
Stella, Frank, 184

INDEX

stencil process in printmaking, 152 –153, 161– contexts for art teaching, 299 tempera, 120, 122 437
163 demonstrations, 303 tension in design, 190
discussion, 307–308 tertiary colors, 187
stereotypes use in children’s drawings, 58 –59 dramatization, 306 –307 tests and assessing students, 399
Stewart, Marilyn, 36, 257 field trips, 305 –306 texture in design, 189
stick and potato printing, 156 –157 first session planning, 311–312 Thorndike, E. L., 6
stimulus-response theory, 6 –7 games, 305 Throne of the Third Heaven (Hampton), 341
storyboards, 177 for gifted and talented learners, 98 –99 Through Art to Creativity (Barkan), 16
structuralism, 33 group activities, 304 –305 Tilted Arc (Serra), 271
styrofoam, printmaking, 157 guest speakers, 306 tint, 187
Suleimaniye Mosque, Turkey, 232 individual work, 304 Tlingits, 234
Sullivan, Louis, 238 –239 lectures, 304 Tolson, Edgar, 135
Sumerians, 228 linoleum and woodcut printing, 158 –160 Tolstoy, Leo, 258, 267
summative assessments, 387 maintaining a learning environment, 302 – Tomhave, Roger, 351
A Sunday Afternoon on the Grande Jatte (Seu- totem poles, 234
303 Toulouse-Lautrec, 153, 259
rat), 248 materials and tools selection, 309 traumatic brain injury, 72. See also special needs
Sunday in the Park with George, 248, 249 methodology, 298 –299
surface process in printmaking, 152 monoprints, 155 –156 learners
surrealism, 237–238 motivation for art making, 301–302 Tribute in Light, 168
Surrounded Islands (Christo and Jeanne- murals, 327 trompe l’oeil, 266
painting, 121–122 Tuesday (Wiesner), 177
Claude), 169 phases of instruction, 312 –314 Turkish art, 4
Swing Landscape (Davis), 268 range of methods, 302 Turner, J. M. W., 235
Sylwester, Robert, 11 reports, 305 TV and visual culture, 283
symbol-making stage in development sculpture, 136, 137, 140 Tyler, Ralph, 355
setting the stage, 300 –301
age-range, 46, 50 sources of art, 301 U
drawing and, 105 specialist versus generalist teachers, 299 –300
early symbolic behavior, 44, 51 special needs learners, 76 – 81 Ukeles, Mierle, 35
increasing sophistication in drawings, 51–52 teachers’ role in collaborative art activities, Umbrellas (Christo and Jeanne-Claude), 169
relating of symbols to an environment, 52 United States
schema and stereotypes, 56, 58 –59 318 –319
storytelling using, 52 –53 teacher talk, 309 –311 art history in, 238 –239
typical themes, 53 technology and, 308 –309 Native American art (see Native American
use of space, 53 –56 visual displays, 307
use of undifferentiated symbols, 50 –51 See also art education; classroom organization; art)
Szekely, George, 369 unity in design, 190 –191
learning theory Unkei, 230
T Tea Cup Desk (Hurwitz), 5 Untitled (Fujii), 364
technology Untitled (Holzer), 211
tableau projects, 327–328 Untitled (Rauschenberg), 163
Taj Mahal, India, 232 art from everyday objects, 174 Untitled Film Still #5 (Sherman), 172
talented children. See gifted and talented cameras used for art, 177
computers as a medium, 168 –169, 178 –179 V
learners copiers used for art, 174 –175
Tanner, Henry Ossawa, 242, 266 faxes used for art, 174 Valadon, Suzanne, 236
Tar Beach (Ringgold), 339 medias used for instruction, 175 –176 validity, 387
teaching methods photography, 168 value, 187
projections, 176 –177 Vasarely, Victor, 353
aesthetics, 261–263, 274 –276 storyboards, 177 Vasari, Giorgio, 225 –226
art appreciation and criticism, 203 –208 teaching aids, 216 –217 Venus (Botticelli), 340
art history, 243 –245 teaching methods and, 308 –309 Venus de Milo, 230
assignments, 303 –304 video, 177–178 Venus II (Giovanopoulos), 28
audiovisual presentations, 304 See also new media
ceramic clay, 142 –143, 147
computers as a medium, 308 –309

INDEX

438 Venus of Willendorf, 227 relevance to art education, 288 –289 Wilson, Brent and Marjorie, 15, 53
Vermeer, Jan, 249 as a subset of visual art, 289 –290 Wilson, Fred, 242
Video Flag Z (Paik), 177 teaching approaches, 284 –285 Winslow, Leon Loyal, 29
video games, 285 visual fluency, 90 Winter Camp Scene (Ashoona), 186
video used for art, 177–178 visual identification and assessing students, 399 Wölfflin, Heinrich, 245
Vienna School of Applied Arts, 14 –15 visual impairment including blindness, 72. See women artists, 241
Vietnam Veterans Memorial (Lin), 272, 273, 394 Women Artists: An Illustrated History (Heller),
Viola, Bill, 287 also special needs learners
visual arts Voodoo (Pfaff ), 404 241
content standards, 347 Voulkos, Peter, 131, 140 Women with Mirror (Harunobu), 153
defined, 3 woodcut printing. See linoleum and woodcut
nature of, 2 –5 W
visual culture as a subset of, 289 –290 printing
visual concepts stage of development, 49 Walk, Don’t Walk (Segal), 139 World War II, 239
visual culture WalkingStick, Kay, 242 Wright, Frank Lloyd, 239, 239, 258, 271
advertising deconstruction, 291–292 Wallace and Gromit, 284 Wyeth, Andrew, 111, 212, 212, 213
applied arts and, 286 Warhol, Andy, 168, 240, 350
in art curriculum, 286 –288 warm colors, 188 X
art versus, in education, 285 –286 Washington Crossing the Delaware (Leutze), 26,
children’s artistic development influenced by, X-ray views in children’s drawings, 54
44 27, 329
contemporary art and, 290 “Washington crossing the street” (Larson), 26, Y
corporate influence in the community, 292 –
293 27 Yellow Elm Leaves Laid over a Rock (Golds-
denotations and connotations interpretation, Washington Monument, 272 worthy), 34, 172
290 –291 watercolor
described, 281–282, 285 Yoruba people, 228, 229
discourse about, 283 gifted children’s use of, 97–98 Yuan, Ma, 229
history in art, 283 –284 use in teaching, 121–122
package design project, 287 Wave of Peace (Magleby), 394, 395 Z
rationale for including in art education, 282 – Weiss, Howie, 134
283 Western European thought. See modernism Zapatistas (Orozco), 205, 206, 206
Western society and art, 270 –274 Ziegfeld, Edwin, 283
wheel, color, 188 ziggurats, 228
Whistler, James McNeil, 239 Zimmerman, Enid, 85
Wiesner, David, 177

INDEX