Art Production EDUCATING THROUGH EXHIBITIONS The National Art Education Association (NAEA) has recently published The Educationally Interpretive Exhibition: Rethinking the Display of Student Art, written by Kelly Bass, Teresa Cotner, Elliot Eisner, Tom Yacoe, and Lee Hanson. This unique booklet focuses on an educational model, rather than on a gallery model. The interpretive exhibition of student artwork is intended to help people understand the relationship between thinking and the process of the creation of visual art. Art and classroom teachers, as well as those involved in staff development, will find this a valuable resource, especially as the booklet's emphasis on the educational model supports Goals 2000 and educational reform as it applies to standards, frameworks, and assessments. The Educationally Interpretive Exhibition: Rethinking the Display of Student Art is available from the NAEA's Publications Department, 1916 Association Drive, Reston, VA 201-1590, 800-299-8321. Member price is $12.50, nonmember price is $18.50 (includes shipping and handling). Personal Recommendations by Art Teachers It really does make a difference in exhibitions when you post an explanation about the processes involved with student work. I include, whenever applicable, the name of the process, a brief explanation of history, description of unusual media, vocabulary terms and definitions, steps involved and objectives or the lesson disguised in layman's terms. It adds validity to the display. People know my students are learning (and the readers are, too). With today's fancy word processors and printing programs it is easy to make these snazzy looking in a short period of time. Many times I pull information right from the file containing the lesson plan. I mount them on colored construction paper and laminate if I think I might use them again. I never cease to be amazed at how many people (parents, faculty, students and the general public) actually read these and look for evidence of the items in the work. I even get phone calls asking about more specifics. Much of the public is wanting to become informed. It also adds validity to my program. People don't think my students come to art to just color, paste, and have an easy class. I tell my shell-shocked students that they must have been confused when they signed up for art; they thought it was going to be a breeze. Many say they work harder in art than in any academic class. Mary Jane Young, T.R. Miller High School, Brewton, AL Toulouse95@aol.com I have invited parents, other faculty and administrators to participate in a demonstration lesson I developed last summer. I will have people come to participate in this lesson during American Education Week. The lesson, "Beyond the Gate" is about Charleston, SC blacksmith Philip Simmons and the ornamental wrought iron work he makes. The lesson is designed for adult learners and helps them to better understand what is being taught in art education. The lesson is specifically designed to cover all four components of DBAE. The lesson activity has the learner create a gate by using quilled paper. This lesson has been a big success for me in helping others who don't teach art to understand how much we really do teach in the art classroom. I highly encourage others to plan a demonstration lesson for use with parents and other people. As we all know, people learn more by participating in the process, and they will remember it, too. Peggy Bennett, Marrington Elementary, Goose Creek, SC 29445 rbennett@InfoAve.Net