Discusses murals done by Egyptian children. Differences in the drawing styles of American and Egyptian children are discussed. The author states that the significance of the wall drawings is that they represent a rich social setting in which children learn to produce art. (AM)

The authors describe how children draw stories, not pictures. They suggest that by encouraging children to draw, and to bring to school drawings that have been done at home, art teachers can help children to create fantastic worlds. (KC)

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)

This article is concerned with the representational paintings and drawings of six- to nine-year-old children in which human relationships and interactions are central to subject matter. As a rule, children at this age are thought to be at the height of their curiosity and imaginative powers. (Author/KC)

Drawing is one of the first forms of art, both in historical terms and in terms of a child's development. Once in school, children should continue to draw and should be encouraged to draw better. Children learn to draw by drawing and by examining the drawings of others. (RM)

Drawing on the Kreilters' work with the psychology of adult artists, the authors show how children's story drawings develop the same four types of realities: origins, everyday experiences, normative realities (rules), and prophetic (anticipatory) realities. Illustrations are included. (SJL)

The author discusses children's developing conceptions of how to represent objects artistically. She compares the use of detail, line, viewpoint, and dimension in imaginative and observational drawings by concrete-operational children and cites their opinions about the accuracy of their work. Part of a series on children's art. (SJL)

In this concluding article of a six-part series on children's art, the author reviews the stages of children's development in relationship to the use of three-dimensional materials and suggests teaching methods which will help children to develop artistically. (Editor/SJL)

This fifth article in a series on children's art discusses art expression and art teaching in the unpredictable and chaotic years of early adolescence. (SJL)

Discusses the fruitful experiences arising from participation in study tours of classrooms throughout the world. Suggests that the world view gained through these experiences provides insight into perennial and universal questions plaguing art education. Makes several observations relative to the nature of art education in other nations. (KO)