Texas Trends in Art Education, Volume 3, Number 1, Fall 1985 Page: 46
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Giving the students insight into the life of early pioneers and
Indians, and emphasizing the importance of observation prepare the
student for the museum tour. These acquaint them with characters
of the American West so they can identify and relate to them.
The in-museum activities are designed to maximize the learning
experience during the tour. Six games to increase observation skills,
sensory awareness, emotional response to the art and communica-
tion are carefully planned out for the teacher with time limits, mate-
rials and variations of the games included. Having the students
imagine smells and tastes from a painting is just one example of how
in-museum activity can be used as a tool to conceptualize the Ameri-
can West to the students.
The post-visit activities employ techniques of drama to create
and act out a short story based on one of the paintings from the C.
R. Smith Collection of Western American Art. Dramatization of a
story enables the students to compare the facts and feelings they
discovered in the paintings with classroom discoveries. Through dra-
matization of the art they saw at the museum, students will be able
to identify with and understand the events that shaped the American
/46 West and were recorded for history in the C., R. Smith Collection.
Concluding the book are three sample lesson plans which serve
as examples of how to fit the Teacher's Guide activities into a weekly
schedule. Teacher's Guide serves as an unusually practical source-
book for all art teachers and student teachers who are planning
museum visits for their students. When read, it is intriguing. When
used, it is an invaluable tool in offering new meaning to students of
art through museum visits.
Colvin, L. (1985). Latin American images: Selections from the
Huntington Art Gallery and permanent collection of 20th
Century Latin'American art, Austin, TX: The Archer M.
Huntington Art Gallery, 28 pp.
Latin American Images is one of many special publications produced
by the Archer M. Huntington Art Gallery on the campus of The
University of Texas at Austin to help children gain a better under-
standing of the works in the Latin American Collection of art.
The publication includes 8 1/2" x 11" reproductions of the art in
the collection that a child can study and enjoy long after the gallery
visit. Six games using the reproductions comprise a good third of the
publication. Combined, these games teach the child a little Spanish,
geography, and art history. For example, game one prompts the
children to fit the pictures into the groups of figures or landscapes.
Game two divides the pictures into styles of realistic or abstract art.
Game three asks which works contain Latin American images. Game
four lists the titles of the art in English and Spanish and challenges
the child to match the English title with the Spanish title. Work space
is provided in the manual so children can respond to the questions
and to write down thoughts they might have about the art.
A narrative about the art and the artists of Latin America
makes up the remainder of the manual. Contrasts between modern
Latin American art and old European style Latin American art intro-
duce the reader to different periods and styles. Interesting insights
into the pictures are offered through brief discussions of the artists
and their cultures. Different topics such as murals, Pre-Columbian
art, surrealistic style, Cubism, Universal Constructivism, Compart-
ment Construction, abstract art, and the rubbing technique of frott-
age are discussed.
All the Latin American countries are represented. The artists
featured include Mexican muralist painters Siqueiros, Rivera, and
Orozco, Pre-Columbian artists Rufino Tamayos and Francisco Toledo,
surrealistric painters Candido Portinari and Roberto Matta, sculp-
turer Gonzalo Fonseca, and abstract artist Maria Luisa Pacheco.A glossary and pronunciation guide of the Spanish words used
through the narrative and their English equivalents are cited at the
end of the narrative for easy reference.
The simple, easy to understand style of writing allows children
to go through the publication unassisted. The games and narrative
provide fun and knowledge. Although brief, the information offered
about each work is enough to give the reader a basis understanding
of the artist and his art. This publication and many others produced
by the Huntington Art Gallery can be used to directly involve chil-
dren in art and aid them in understanding the cultural and historical
significance and progression of art.
Michael, J. A. (1983). Art and adolescence: Teaching art at the
secondary level. New York: Teachers College Press, Co-
lumbia University, 224 pp. ISBN 0-8077-2743-1 (pbk.).
Art and Adolescence is geared towards undergraduate art education
majors preparing to teach art at junior and senior high school levels.
Topics discussed include philosophical viewpoints, objectives, curric-
ulum development, methodology, characteristics and needs of ado-
lescents, and various approaches to classroom management.
It is the author's belief that art education is a multifaceted area
with a strong historical base and that all aspects of art are appropri-
ate and important for students to learn. A historical overview of
American art education from the Colonial Period to current Art
Education movements and a chart summarizing eight historical ap-
proaches to art and their primary objectives and particular teaching
methods closes out the text.
Many other classifications and symbolic diagrams in the form of
tables and charts found throughout the text are meant to provide a
framework for better comprehension of classroom situations.
Knowing and being able to identify certain attributes of stu-
dents helps the teacher understand and evaluate various aspects of
the art teaching/learning process. The author provides practical,
common-sense directions for beginning teachers regarding teacher
attitudes, teaching strategies, and classroom discipline that reflect
his forty years of experience in the classroom. He also gives some
instruction on working with gifted and handicapped students in the
mainstream.
Michael stresses the needs of adolescents as emerging adult
members of society. According to Michael, the field of art should be
integrated with these needs in developing a viable art program. The
characteristics of adolescents are developed in the text and the au-
thor feels this knowledge is mandatory in order for art teachers to
carry out successful art programs. The material presented in the
book serves as a framework on which to build a viable secondary
school art program.
Michael hopes the book will provide art teachers with the
means to develop a greater sensitivity to adolescents, more profound
decisions by art teachers, and a higher level of learning and develop-
ment by the student.
Because secondary students are the highest victims of suicide
in the United States today, Michael lists warning signs and distress
signals developed by the Center for Studies of Suicide Prevention to
help alert teachers to suicidal tendencies in their students. The art
teacher is in a particularly advantageous position to notice signs of
distress because art expression involves a projection of one's
thoughts, feelings and perceptions.
Michael makes some interesting observations about the role of
public relations in our schools. He points out that the secondary art
teacher must not only sell the students on art, but must relate the
art program to the school board members, administrators, and par-
ents. He suggests displaying art work in and around the community
and school, hosting social art events, submitting articles for the localTRENDS / fall 1985
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Texas Art Education Association. Texas Trends in Art Education, Volume 3, Number 1, Fall 1985, periodical, Autumn 1985; Dallas, Texas. (https://texashistory.unt.edu/ark:/67531/metapth279681/m1/48/?q=architectural+drawings: accessed July 18, 2024), University of North Texas Libraries, The Portal to Texas History, https://texashistory.unt.edu; crediting Texas Art Education Association.