Set It Off, 2003, acrylic on plaster, by Kristal Pacheco, Damon Reed, and students of Paul Robeson High School.

*  The students will recognize that places in the 21st century are created (preserved or manufactured) by human choice and effort.

*  The students will participate in altering and re-creating the human psyche by individually and collaboratively altering and re-creating spaces within their everyday lives.

The “Psycho-aesthetic Geography” article by Olivia Gude suggests new goals for art education—teaching students to investigate and transform the spaces in which they learn, work, live, and play. Ginny Sykes’ “Public Art with Children: Think of the Sandbox” represents the process of a skilled community artist creating a tile and hand built ceramic mosaic in a school setting and thoughtfully considers the ways in which students’ unique individual creative processes can be brought together to create a personally and socially meaningful collaborative work. Tracy Van Duinen shares his experience as a teacher in an urban high school, using public art to transform the students understandings of self, education, and social possibility. In the portfolio section, there are many examples of murals, mosaics, and sculptural seating created by artists with children and teens.