Described a program to infuse art into a writer's workshop in an effort to improve writing and self expression across grade levels. Notes how the students' artwork elicited more descriptive writing, improved students' observation skills, provided a necessary image for writers to write with clarity and purpose, and improved learning. (SD)

R. Coles discusses children's perceptions of racial differences and the ways teachers can help combat prejudice and bias. Literature and art are valuable in the classroom in producing a heritage for children that grounds them not only in factuality but in moral reflection. (SLD)

Contends that differences in child development and cultural backgrounds affect the way children represent their world through art. Describes an exhibit of children's art from Thailand and Australia. Discusses differences in content, media, and style and concludes that both cultures could benefit from adopting aspects of the other. (CFR)

Describes a teacher's experiences and accomplishments teaching art expression to visually impaired children, whose ability to create art and delight in so doing demonstrate that they may have sight loss but are not impaired in imagination. Special techniques for helping these students are described. (SLD)

Performance in drama, dance, music, puppetry, or combinations of these arts can be an exciting encounter for young children. This case study investigated one 4-year-old's responses to a children's opera. Her responses before, during, and after the performance were systematically observed and analyzed. Data showed that the child had some knowledge…

Describes a successful English writing program for Navajo kindergarten children in Ganado Primary School (Arizona), which encourages children to draw and write in journals. Indicates that many Navajo students enter school with the capacity to move directly into daily writing and have already formed strong concepts about written language. (MH)

An outstanding gain in their ability to visualize and create inventive and imaginative drawings after having been challenged by sensory activities indicates children's abilities to develop and use the right sides of their brains. (Author/SEW)

Examines a number of variables in children's drawings (color selection, subject matter, artistic skills) for evidence of gender differentiation in these variables. Discovers differentiation in only two variables. Moreover, this dichotomy decreases from kindergarten to third grade suggesting an increase in sex equity due to education. (MJP)

Introduces and describes this special international issue focusing on educating through the arts. Argues that the arts promote children's sense of success, creativity, and self-expression. Notes contributions to this international issue from Canada, Finland, Norway, Australia, and the United States. Includes a bibliography of 11 references on…

Develops a unit to help elementary school children revive the spontaneous bright color painting qualities of their preschool years. After observing book illustrations and Henri Rousseau's work, second grade students created compositions outlined in black paint and then used felt-tipped markers instead of paint to color in the shapes. (KM)

Compares "School Arts" Teacher Viewpoint Surveys of 1990 and 1979 under the headings who responded, students served, what is taught, program enrichment, problems, the artist-teacher role, other professional participation, and curriculum concerns. Describes additional responses to current trends, including multicultural education and…

Using children's art works as examples, explores the role of form of expression in art education and therapy. Outlines research approaches that see self-development symbolisms operating in these forms. Presents results from a West German intercultural study on the development and structure of art expression that ties artistic expression to an…

Shows how two approaches, nurture (subject-matter centered) and nature (child-centered), have affected education and art education over the years. Concludes that whichever approach is fashionable, art education must be relevant to students' lives and they should be able to talk intelligently about art. (KM)

Outlines difficulties of introducing art critiques in the elementary classroom. Recounts how problems were overcome by providing focus and allowing students to decide which classmates should critique their work. Provides a structure for critiquing art that builds verbal and analytical skills as students proceed from kindergarten to grade six. (KM)

Explores children's systems of combining drawing, talk, and writing (i.e., symbol-weaving) with traditional media and with new information technology. Social aspects of writing are discussed, and new information technology is examined, including clip art software, word processing, graphics, color, hypermedia, CD-ROM, and microworlds. (23…