Discussed is whether or not folk art and children's art are really art. Child and folk art are two rich sources of imagery that can lead to a re-examination of the connections between the ethical and aesthetic in other more traditionally accepted forms of art. (Author/RM)

Asserts that appropriate responses to children's creative work arise from an awareness of, not only the presence of creativity, but also the stages of its growth and development. Presents example responses to children's work for each of the developmental stages: scribbles, line and shape, and semi-representational. (EV)

Reports a study which assessed childrens' ability to depict in their drawings the occlusion of a farther object by a nearer one. Results showed that the ability to represent occlusions increased with maturity and instruction. (BSR)

In this art activity elementary students are asked to design their own alphabet, not just by streamlining the letters they regularly use, but by inventing new letters. (RM)

Art activities, three for elementary students and one for secondary students, are described. Elementary students develop an autobiobox (a visual autobiography in a container), learn to draw trees in a meaningful way, and do human figure drawing; secondary students study and duplicate cast shadows. (RM)

Five different art activities, using different media, are described: (1) "mystery molds," using plaster and discarded packaging materials; (2) "calico cottages," using boxes and fabric; (3) "foam friends," using plastic foam packing pieces; (4) "bauble boxes," using spray can tops and papier mache; and (5) "soft stuff," using old clothing. (CJ)

Describes a personal artistic struggle against heroin addiction, advising teachers of the difficulty of working to discover and express one's developing self. Considers the effect of poetry and philosophy on the developing creative process. Provides samples of the author's own poetry to demonstrate creative development, as an example to Montessori…

Too much stress on technical procedure in a ceramics class can inhibit elementary students' free inquiry. It should be remembered that ceramics is a form of visual art and that art is a form of expression. Teachers must help students express themselves. (RM)

Creating a collage can be an effective way to help elementary children develop good compositional habits, drawing skills, and confidence. Students first gather pictures and photographs and create a collage. They then create a work of art from the collage, by drawing and painting it. (RM)

Techniques are presented to get children thinking about their body motions, thereby increasing the expressiveness of their drawings. (RM)

How second graders made three-dimensional forms using construction paper scraps is described. (RM)

Described is a method of tapping students' creative potential in art: the Spontaneous Response Drawing. SRD consists of drawing with a single line, usually with crayons or colored felt tip pens on a large sheet of paper. (KC)

Describes Kaleidoscope, a participatory arts program created by Hallmark Cards. Designed as a supplement to classroom art instruction, the program provides children of 6 to 12 years with positive experiences in exploring art. The program is designed to foster originality, imaginative thinking, and creative self-expression. (Author/BB)

In this interdisciplinary art and science program elementary school children visited a planetarium, learned about astronomy, and created cosmic art. Integrating art and science allows students to take a more unified look at the many parts of the world. (RM)

The Crayola Dream-Makers exhibition, which consists of 100 two- and three-dimensional works of art in which second, third, and fourth graders from all over the United States depict their dreams for themselves and their world is described. Samples of the children's art are included. (RM)