CONNECTIONS IN ART
DAVIS PUBLICATIONS, INC.
CORRELATION TO THE MISSISSIPPI VISUAL AND PERFORMING ARTS FRAMEWORK
VISUAL ARTS
MIDDLE LEVEL I
1. Describe and use fundamental skills related to media, techniques, and processes to
create and study works of art. (CP)
Objectives
Teacher Program Guide
Page References
a. Recognize and apply elements and principles of art and design in specific works of
art.
Elements:
Line: Lessons 11, 24, 26, 36; Fine Art Prints 2, 3, 13, 15.
Shape: Lessons 20, 21, 27; Fine Art Prints 5, 7, 10, 12, 15.
Color: Lessons 9, 25, 34, 35; Fine Art Prints 2, 3, 8, 9, 11, 14, 17.
Texture: Lessons 3, 11, 34; Fine Art Prints 1, 4, 6, 16.
Value: Lessons 7, 18, 34; Fine Art Prints 9, 14.
Form: Lessons 4, 5, 22; Fine Art Prints 6, 16, 18.
Space: Lessons 13, 15, 18, 23, 31; Fine Art Prints 3, 8, 17.
Principles:
Movement: Lessons 1, 6, 16, 29; Fine Art Prints 2, 3, 5, 11, 13.
Emphasis: Lessons 13, 35; Fine Art Prints 4, 9, 17.
Balance: Lessons 6, 17, 33; Fine Art Prints 1, 6, 10, 14, 15, 18.
Rhythm: Lessons 1, 27; Fine Art Prints 5, 12.
Pattern: Lessons 17, 21; Fine Art Prints 7, 10.
Proportion: Lessons 19, 22; Fine Art Prints 1, 4, 16.
Unity: Lessons 20, 30; Fine Art Prints 8, 11, 12, 18.
Variety: Lessons 20, 26, 34; Fine Art Prints 7, 13.
b. Practice safety and conservation in the use of tools, materials, and equipment.
Safety 202.
c. Identify and apply appropriate techniques for using specific tools.
Teaching Art Forms and Media 192-200.
Drawing: Lessons 1, 2, 3, 4, 10, 14, 16, 18, 22, 23, 24, 26, 35, 36.
Painting: Lessons 6, 7, 11, 15, 17, 25, 31, 34.
Sculpture/Form Building: Lessons 5, 12, 19, 29, 32.
Printmaking: Lessons 13, 21, 27, 33.
Collage: Lessons 8, 20, 30.
Fiber: Lesson 20.
d. Work cooperatively with others.
Lessons 1-36.
Creative and self-expressive art making activities are fundamental to
every lesson. Students are encouraged to work cooperatively to create art.
See the “Create” section of the four-step lesson plan. Cooperative
Correlation of Connections in Art, Grade 5
to the Mississippi Visual and Performing Arts Framework
Davis Publications, Inc.
1
CONNECTIONS IN ART
DAVIS PUBLICATIONS, INC.
CORRELATION TO THE MISSISSIPPI VISUAL AND PERFORMING ARTS FRAMEWORK
VISUAL ARTS
MIDDLE LEVEL I
Learning activities are offered in each lesson’s “Teaching Strategies”
section.
2. Use basic skills to apply the elements and principles of design through media,
techniques, and processes to communicate ideas, actions, and emotions. (CP)
Objectives
Teacher Program Guide
Page References
a. Create a work of art that expresses a specific message.
Lessons 1-36.
Creative and self-expressive art making activities are fundamental to
every lesson. See the “Create” section of the four-step lesson plan.
b. Articulate the use of design principles to communicate ideas.
Principles:
Movement: Lessons 1, 6, 16, 29; Fine Art Prints 2, 3, 5, 11, 13.
Emphasis: Lessons 13, 35; Fine Art Prints 4, 9, 17.
Balance: Lessons 6, 17, 33; Fine Art Prints 1, 6, 10, 14, 15, 18.
Rhythm: Lessons 1, 27; Fine Art Prints 5, 12.
Pattern: Lessons 17, 21; Fine Art Prints 7, 10.
Proportion: Lessons 19, 22; Fine Art Prints 1, 4, 16.
Unity: Lessons 20, 30; Fine Art Prints 8, 11, 12, 18.
Variety: Lessons 20, 26, 34; Fine Art Prints 7, 13.
c. Identify and use symbols in own works and the work of others.
Lessons 14, 30; Fine Art Print 18.
3. Increase knowledge and use of various media, techniques, and processes in creating
different effects in works of art. (CP)
Objectives
a. Demonstrate the ability to competently manipulate two-dimensional and threedimensional media.
b. Examine a variety of art works and identify materials, techniques, and processes used
to create them.
Correlation of Connections in Art, Grade 5
to the Mississippi Visual and Performing Arts Framework
Davis Publications, Inc.
Teacher Program Guide
Page References
Lessons 4, 5, 13; Fine Art Prints 1, 15, 16.
Teaching Art Forms and Media 192-200.
Drawing: Lessons 1, 2, 3, 4, 10, 14, 16, 18, 22, 23, 24, 26, 35, 36.
Painting: Lessons 6, 7, 11, 15, 17, 25, 31, 34.
Sculpture/Form Building: Lessons 5, 12, 19, 29, 32.
Printmaking: Lessons 13, 21, 27, 33.
Collage: Lessons 8, 20, 30.
Fiber: Lesson 20.
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CONNECTIONS IN ART
DAVIS PUBLICATIONS, INC.
CORRELATION TO THE MISSISSIPPI VISUAL AND PERFORMING ARTS FRAMEWORK
VISUAL ARTS
MIDDLE LEVEL I
c. Plan and execute individual and group projects employing a variety of means to
achieve different effects.
4. Develop perceptual skills and use increased visual arts vocabulary to make
judgments while creating and studying works of art. (CA)
Objectives
Lessons 1-36.
Creative and self-expressive art making activities are fundamental to
every lesson. Students are encouraged to work independently and
cooperatively to create a variety of art for different effects. See the
“Create” section of the four-step lesson plan. Cooperative Learning
activities are offered in each lesson’s “Teaching Strategies” section.
Teacher Program Guide
Page References
a. Use correct art vocabulary to study works of art through oral and written means.
The Connections in Art Program 186-187; Using the Connections in Art
Program 188-189.
Each lesson’s key art terms or vocabulary is defined at the outset and
highlighted later in the lesson. Each term’s Spanish translation is also
provided.
b. Reflect on the process of creating individual works of art.
Lessons 1-36.
Creative and self-expressive art making activities are fundamental to
every lesson. Students can reflect on the process of creating individual
works of art as they go through the “Create” section of the four-step
lesson plan.
c. Analyze how form and media contribute to meaning in works of art.
The prompting questions within each lesson’s “Create” section encourage
students to reflect upon their aesthetic decision making. The critical
thinking questions within each lesson involve students in listening
carefully, reasoning, and responding to what others say about art and
human experience.
5. Recognize critical processes (response, description, analysis, interpretation and
evaluation) used in the examination of works of art and design through reading,
writing, and speaking. (CA)
Objectives
a. Identify effective use of form, media, and technique through oral and written analysis.
Correlation of Connections in Art, Grade 5
to the Mississippi Visual and Performing Arts Framework
Davis Publications, Inc.
Teacher Program Guide
Page References
Art Criticism 189-191; Teaching Art Forms and Media 192-200.
Drawing: Lessons 1, 2, 3, 4, 10, 14, 16, 18, 22, 23, 24, 26, 35, 36.
Painting: Lessons 6, 7, 11, 15, 17, 25, 31, 34.
Sculpture/Form Building: Lessons 5, 12, 19, 29, 32.
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CONNECTIONS IN ART
DAVIS PUBLICATIONS, INC.
CORRELATION TO THE MISSISSIPPI VISUAL AND PERFORMING ARTS FRAMEWORK
VISUAL ARTS
MIDDLE LEVEL I
Printmaking: Lessons 13, 21, 27, 33.
Collage: Lessons 8, 20, 30.
Fiber: Lesson 20.
All lessons have grade-level appropriate art criticism components in
which students can identify effective use of form, media, and technique.
The prompting question within each lesson’s “Create” section encourages
students to reflect upon their aesthetic decision making. The “Explore”
section of each lesson and the questions on the back of each large
reproduction deal with description, analysis, interpretation and judgment.
The critical thinking questions within each lesson involve students in
listening carefully, reasoning and responding to the Fine Art Prints (1-18)
as well as art which they and their peers have created.
b. Demonstrate beginning recognition of the difference between observing and studying
a work of art.
Art Criticism 189-191.
All lessons have grade-level appropriate art criticism components. The
“Explore” section of each lesson and the questions on the back of each
large reproduction deal with description, analysis, interpretation and
judgment. The critical thinking questions within each lesson involve
students in listening carefully, reasoning and responding to the Fine Art
Prints (1-18).
c. Identify and describe themes and subject matter commonly used in works of art.
Through exploration of the 18 full color Fine Art Prints in grade 5,
students can identify and describe themes and subject matter commonly
used in works of art.
d. Contrast and compare the visual properties of works of art sharing common themes
and subject matter.
Lessons 1, 2, 4, 5, 9, 21, 22, 29, 32; Fine Art Prints 1, 2, 3, 5, 6, 7, 8, 9,
11, 12, 13, 16, 18.
6. Recognize roles, functions, and purposes of artists, works of art, and visual arts
careers in cultures, times, and places. (HC, C)
Objectives
a. Investigate the roles of artists in a variety of cultures and time periods.
Correlation of Connections in Art, Grade 5
to the Mississippi Visual and Performing Arts Framework
Davis Publications, Inc.
Teacher Program Guide
Page References
The Importance of Art in Children’s Development 184; The Importance of
Art to Interdisciplinary Learning 185; The Importance of Art History 206;
The Western Art Heritage 206-209; The Art of Other Cultures 209-211;
Museum Visits 212; Getting the Community Involved 214.
Connections in Art is a program designed to support students as they
identify and make connections between their knowledge and skills in art
and the other content area subjects that they study. Children clearly see
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CONNECTIONS IN ART
DAVIS PUBLICATIONS, INC.
CORRELATION TO THE MISSISSIPPI VISUAL AND PERFORMING ARTS FRAMEWORK
VISUAL ARTS
MIDDLE LEVEL I
the role art and artists play in their daily lives as they connect art lessons
to Language Arts, Social Studies, Mathematics, Science, Music, Drama,
and Dance. They also understand the various roles of artists through the
concise history of each artist on the reverse side of the 18 full color Fine
Art Prints.
b. Compare and contrast roles of visual artists in historical cultures to artists in
contemporary times.
The Importance of Art History 206; The Western Art Heritage 206-209;
The Art of Other Cultures 209-211.
Lessons 12, 14, 21, 22, 23, 29.
c. Become familiar with a variety of careers in visual arts.
The Importance of Art in Children’s Development 112; The Importance of
Art to Interdisciplinary Learning 113; The Connections in Art Program
114-115; Using the Connections in Art Program 116-119; Museum Visits
140; Getting the Community Involved 142.
Connections in Art is a program designed to support students as they
identify and make connections between their knowledge and skills in art
and the other content area subjects that they study. Children clearly see art
in their everyday lives as they connect art lessons to Language Arts,
Social Studies, Mathematics, Science, Music, Drama, and Dance as well
as various careers.
7. Recognize similarities in subject matter, symbols, and forms in works of art and
design across cultures, times, and places. (HC)
Objectives
Teacher Program Guide
Page References
a. As a group, plan a series of images with a related theme or subject matter and discuss
a variety of approaches.
Lessons 1-36.
Creative and self-expressive art making activities are fundamental to
every lesson. Students are encouraged to work as a group to create art.
See the “Create” section of the four-step lesson plan. Cooperative
Learning activities are offered in each lesson’s “Teaching Strategies”
section.
b. Contrast and compare artworks by a diverse selection of artists with related materials,
themes, and subject matter.
The Importance of Art History 206; The Western Art Heritage 206-209;
The Art of Other Cultures 209-211.
Students can contrast and compare artworks by a diverse selection of
artists with related materials, themes, and subject matter through the 18
full color Fine Art Prints in grade 5.
Fine Art Prints: Abraham Lincoln, Vinnie Ream Hoxie; Batik Prada
Tumpal II, Alvin Nickel; Black Forest, Pop Chalee (Marina Lujan); Black
Correlation of Connections in Art, Grade 5
to the Mississippi Visual and Performing Arts Framework
Davis Publications, Inc.
5
CONNECTIONS IN ART
DAVIS PUBLICATIONS, INC.
CORRELATION TO THE MISSISSIPPI VISUAL AND PERFORMING ARTS FRAMEWORK
VISUAL ARTS
MIDDLE LEVEL I
Vase and Daffodils, Janet Fish; Boom Town; Thomas Hart Benton;
Carnation, Lily, Lily, Rose, John Singer Sargent; The Declaration of
Independence, 4 July, 1776, John Trumbull; Drouth-Stricken Area,
Alexandre Hogue; El Cucaracho, Jose Luis Rivera-Barrera; Gates of the
City, John Taylor Arms; Georg Gisze of Danzig, A German Merchant in
London, Hans Holbein; Mayan Man and Woman, Mexico (Unknown,
Maya); Monkeys and Birds in Trees, Sesshu Toyo; North Rose Window,
Notre Dame, Unknow; The Stone Breakers, Gustave Courbet; Study for
the Munich Olympic Game Poster, Jacob Lawrence; Typewriter Eraser,
Claes Oldenburg; Young Corn, Grand Wood.
c. Compare and contrast similar themes and subjects in artworks from different eras,
cultures, and artists.
8. Know that cultural traditions, historical periods, and aspects of place influence
characteristics of works of art and design. (HC)
Objectives
a. Compare similarities and differences in works of art between cultures, time periods,
and geographic locales.
Correlation of Connections in Art, Grade 5
to the Mississippi Visual and Performing Arts Framework
Davis Publications, Inc.
The Importance of Art History 206; The Western Art Heritage 206-209;
The Art of Other Cultures 209-211.
Students can compare and contrast similar themes and subjects in
artworks from different eras, cultures, and artists through the 18 full color
Fine Art Prints in grade 5.
Fine Art Prints: Abraham Lincoln, Vinnie Ream Hoxie; Batik Prada
Tumpal II, Alvin Nickel; Black Forest, Pop Chalee (Marina Lujan); Black
Vase and Daffodils, Janet Fish; Boom Town; Thomas Hart Benton;
Carnation, Lily, Lily, Rose, John Singer Sargent; The Declaration of
Independence, 4 July, 1776, John Trumbull; Drouth-Stricken Area,
Alexandre Hogue; El Cucaracho, Jose Luis Rivera-Barrera; Gates of the
City, John Taylor Arms; Georg Gisze of Danzig, A German Merchant in
London, Hans Holbein; Mayan Man and Woman, Mexico (Unknown,
Maya); Monkeys and Birds in Trees, Sesshu Toyo; North Rose Window,
Notre Dame, Unknow; The Stone Breakers, Gustave Courbet; Study for
the Munich Olympic Game Poster, Jacob Lawrence; Typewriter Eraser,
Claes Oldenburg; Young Corn, Grand Wood.
Teacher Program Guide
Page References
The Importance of Art History 206; The Western Art Heritage 206-209;
The Art of Other Cultures 209-211.
The reverse of every Fine Art Print provides a concise history of the artist
and the artwork. These passages help initiate and inform each lesson’s
class discussion.
Fine Art Prints: Abraham Lincoln, Vinnie Ream Hoxie; Batik Prada
6
CONNECTIONS IN ART
DAVIS PUBLICATIONS, INC.
CORRELATION TO THE MISSISSIPPI VISUAL AND PERFORMING ARTS FRAMEWORK
VISUAL ARTS
MIDDLE LEVEL I
Tumpal II, Alvin Nickel; Black Forest, Pop Chalee (Marina Lujan); Black
Vase and Daffodils, Janet Fish; Boom Town; Thomas Hart Benton;
Carnation, Lily, Lily, Rose, John Singer Sargent; The Declaration of
Independence, 4 July, 1776, John Trumbull; Drouth-Stricken Area,
Alexandre Hogue; El Cucaracho, Jose Luis Rivera-Barrera; Gates of the
City, John Taylor Arms; Georg Gisze of Danzig, A German Merchant in
London, Hans Holbein; Mayan Man and Woman, Mexico (Unknown,
Maya); Monkeys and Birds in Trees, Sesshu Toyo; North Rose Window,
Notre Dame, Unknow; The Stone Breakers, Gustave Courbet; Study for
the Munich Olympic Game Poster, Jacob Lawrence; Typewriter Eraser,
Claes Oldenburg; Young Corn, Grand Wood.
b. Research a chosen historical period and artist.
The Importance of Art History 206; The Western Art Heritage 206-209;
The Art of Other Cultures 209-211.
Many historical periods and artists are represented in the 18 full color
Fine Art Prints for grade 5. The reverse of every Fine Art Print provides a
concise history of the artist, artwork and historical context it was created
in. These passages can be used for research and to help initiate and inform
each lesson’s class discussion.
Fine Art Prints: Abraham Lincoln, Vinnie Ream Hoxie; Batik Prada
Tumpal II, Alvin Nickel; Black Forest, Pop Chalee (Marina Lujan); Black
Vase and Daffodils, Janet Fish; Boom Town; Thomas Hart Benton;
Carnation, Lily, Lily, Rose, John Singer Sargent; The Declaration of
Independence, 4 July, 1776, John Trumbull; Drouth-Stricken Area,
Alexandre Hogue; El Cucaracho, Jose Luis Rivera-Barrera; Gates of the
City, John Taylor Arms; Georg Gisze of Danzig, A German Merchant in
London, Hans Holbein; Mayan Man and Woman, Mexico (Unknown,
Maya); Monkeys and Birds in Trees, Sesshu Toyo; North Rose Window,
Notre Dame, Unknow; The Stone Breakers, Gustave Courbet; Study for
the Munich Olympic Game Poster, Jacob Lawrence; Typewriter Eraser,
Claes Oldenburg; Young Corn, Grand Wood.
c. Know that there are different cultural or ethnic traditions for creating works of art.
The Importance of Art History 206; The Western Art Heritage 206-209;
The Art of Other Cultures 209-211.
The reverse of every Fine Art Print provides a concise history of the artist
and the artwork. These passages help initiate and inform each lesson’s
class discussion.
Fine Art Prints: Abraham Lincoln, Vinnie Ream Hoxie; Batik Prada
Tumpal II, Alvin Nickel; Black Forest, Pop Chalee (Marina Lujan); Black
Vase and Daffodils, Janet Fish; Boom Town; Thomas Hart Benton;
Correlation of Connections in Art, Grade 5
to the Mississippi Visual and Performing Arts Framework
Davis Publications, Inc.
7
CONNECTIONS IN ART
DAVIS PUBLICATIONS, INC.
CORRELATION TO THE MISSISSIPPI VISUAL AND PERFORMING ARTS FRAMEWORK
VISUAL ARTS
MIDDLE LEVEL I
Carnation, Lily, Lily, Rose, John Singer Sargent; The Declaration of
Independence, 4 July, 1776, John Trumbull; Drouth-Stricken Area,
Alexandre Hogue; El Cucaracho, Jose Luis Rivera-Barrera; Gates of the
City, John Taylor Arms; Georg Gisze of Danzig, A German Merchant in
London, Hans Holbein; Mayan Man and Woman, Mexico (Unknown,
Maya); Monkeys and Birds in Trees, Sesshu Toyo; North Rose Window,
Notre Dame, Unknow; The Stone Breakers, Gustave Courbet; Study for
the Munich Olympic Game Poster, Jacob Lawrence; Typewriter Eraser,
Claes Oldenburg; Young Corn, Grand Wood.
9. Know factors that influence opinions about what constitutes art. (A)
Objectives
Teacher Program Guide
Page References
a. Discuss factors that influence opinions.
The Importance of Art in Children’s Development 184-185; The
Connections in Art Program 186; Using the Connections in Art Program
188-189.
The complete Connections in Art program provides opportunities for
student inquiry into opinions of art. The “Engage” and “Explore” sections
of each Lesson Plan focus on a specific Fine Art Print(s) and how the
image connects interdisciplinary instruction and art concepts. The
“Create” section explores each concept through an expressive hands-on
activity. Finally, the “Assess” section of each Lesson Plan suggests
various ways to wrap-up and evaluate the lesson, taking students closer to
understanding the factors that influence opinions.
b. Identify a variety of beliefs about art held by groups of people and/or art experts.
The Importance of Art in Children’s Development 184-185; The
Connections in Art Program 186; Using the Connections in Art Program
188-189.
The complete Connections in Art program provides opportunities for
student inquiry into beliefs about art. The “Engage” and “Explore”
sections of each Lesson Plan focus on a specific Fine Art Print(s) and how
the image connects interdisciplinary instruction and art concepts. The
“Create” section explores each concept through an expressive hands-on
activity. Finally, the “Assess” section of each Lesson Plan suggests
various ways to wrap-up and evaluate the lesson, taking students closer to
understanding a variety of beliefs about art. Through this exploration and
class discussions, students will be able to identify a variety of beliefs
about art held by groups of people and art experts.
Correlation of Connections in Art, Grade 5
to the Mississippi Visual and Performing Arts Framework
Davis Publications, Inc.
8
CONNECTIONS IN ART
DAVIS PUBLICATIONS, INC.
CORRELATION TO THE MISSISSIPPI VISUAL AND PERFORMING ARTS FRAMEWORK
VISUAL ARTS
MIDDLE LEVEL I
10. Understand the different ways people respect, value, and derive meaning from art.
(A)
Objectives
Teacher Program Guide
Page References
a. Identify a variety of ways that art can be valued.
The Importance of Art in Children’s Development 184; The Importance of
Art to Interdisciplinary Learning 185; The Connections in Art Program
186; Using the Connections in Art Program 188-189; Art Criticism 189191; Museum Visits 212; Getting the Community Involved 214.
b. Identify individual perspectives on meaning in art.
The Importance of Art in Children’s Development 184-185; The
Connections in Art Program 186; Using the Connections in Art Program
188-189.
The complete Connections in Art program provides opportunities for
student inquiry into the meaning in art. The “Engage” and “Explore”
sections of each Lesson Plan focus on a specific Fine Art Print(s) and how
the image connects interdisciplinary instruction and art concepts. The
“Create” section explores each concept through an expressive hands-on
activity. Finally, the “Assess” section of each Lesson Plan suggests
various ways to wrap-up and evaluate the lesson, taking students closer to
developing their own perspective on meaning in art. Through this
exploration and class discussions, students will recognize that individuals
have different perspectives on meaning in art.
c. Understand the role of cultural traditions in the assignment of value and meaning in
art.
Lessons 14, 30; Fine Art Print 18.
11. Know how visual arts concepts and skills are integrated with knowledge in other
subject areas for use in everyday life. (C)
Objectives
a. Identify ways in which the arts are integrated in the environment and daily life.
Correlation of Connections in Art, Grade 5
to the Mississippi Visual and Performing Arts Framework
Davis Publications, Inc.
Teacher Program Guide
Page References
The Importance of Art in Children’s Development 184; The Importance of
Art to Interdisciplinary Learning 185; The Connections in Art Program
186-187; Using the Connections in Art Program 188-189.
Connections in Art is a program designed to support students as they
identify and make connections between their knowledge and skills in art
and the other content area subjects that they study. Children clearly see art
in their daily lives as they connect art lessons to Language Arts, Social
Studies, Mathematics, Science, Music, Drama, and Dance.
9
CONNECTIONS IN ART
DAVIS PUBLICATIONS, INC.
CORRELATION TO THE MISSISSIPPI VISUAL AND PERFORMING ARTS FRAMEWORK
VISUAL ARTS
MIDDLE LEVEL I
b. Speculate upon similarities and differences between ways that artists, scientists, and
writers may view the world.
The Importance of Art in Children’s Development 184; The Importance of
Art to Interdisciplinary Learning 185; The Connections in Art Program
186-187; Using the Connections in Art Program 188-189.
Language Arts: Lessons 1-8.
Science: Lessons 25-32.
Connections in Art is a program designed to support students as they
identify and make connections between their knowledge and skills in art
and the other content area subjects that they study. Children clearly see art
in their daily lives as they connect art lessons to Language Arts, Social
Studies, Mathematics, Science, Music, Drama, and Dance.
12. Know that major concepts, technologies, media, and processes of the visual arts
relate to those in other subject areas within and outside the arts. (C)
Objectives
Teacher Program Guide
Page References
a. Identify a variety of technologies related to art (e.g., the development of different
kinds of paint, grounds, pottery techniques, equipment.
Technology extensions are offered in each lesson’s “More Connections”
section.
b. Compare the historical evolution of art processes, media, and technologies with
technological advances in other fields.
The Importance of Art History 206; The Western Art Heritage 206-209;
The Art of Other Cultures 209-211.
Correlation of Connections in Art, Grade 5
to the Mississippi Visual and Performing Arts Framework
Davis Publications, Inc.
10