A goal of art learning is always independence, for everyone to become their own art teacher. Teaching for artistic independence can never start too early. As art teachers, children acquire confidence in their art, and in coming to school as artists. Children should be considered artists in residence and visiting artists in schools. It makes sense…

In this article, I will examine the use of picture books as a means of supporting the intellectual pursuits of young children. Theoretical frameworks will be discussed as they pertain to the integration of these books in the Municipal Infant Toddler Centers and Preschools of Reggio Emilia and Pistoia, Italy. The pedagogical framework of these…

Asperger Syndrome (AS) and autism are two pervasive developmental disorders of Autism Spectrum Disorder (ASD). Individuals with AS may have exceptional speech and language abilities and difficulty establishing friendships with peers. The federal Individuals with Disabilities Education Act (IDEA) states that all American children have the right to…

In this article, the author profiles Susan Striker, an art teacher, who first opened an art school for children, Young Art, in New York City in 1984. With her popular series, "The Anti-Coloring Book," celebrating its 26th year of publication, Susan Striker has made a career for herself out of not being afraid to go against the tide. Striker went…

Explores children's fascination with creating their own unique games as an art form. Focuses on different games, such as chess, checkers, pogs, and monopoly. States that observing children playing games offers a firsthand lesson in how children create. Discusses what it means to be an art teacher who promotes creative play with games. (CMK)

Ruth Faison Shaw was an art educator who developed a nontraditional educational perspective of teaching and a different vision about children's art. As such, she is considered by some to be the initiator of finger-painting in America (The History of Art Education Timeline 1930-1939, 2002.) Shaw developed the technique of finger-painting and a…

To have more contact with children who particularly desired her help, an itinerant art teacher set up a box in each school where students could voluntarily leave their artwork for her to comment on and return later. The week's outstanding products were displayed in the cafeteria "art gallery." (SJL)

Describes an Artists' Workshop that emphasizes the importance and value of connecting art and writing to demonstrate where ideas come from and how they are expressed. Justifies writing as necessary to focus on process and meaning of art and not merely the product. Extends art across the curriculum by encouraging sketch journals in the classroom.…

Suggests a new distinction among the arts genres used in the school, namely "child art,""fine art,'' and "art for children." Describes each in detail. Examines the contexts of time and space for arts instruction and the communities of practice in which school art functions. Addresses policy implications. (CMK)

It is important for art teachers to understand how children develop artistically. This kind of knowledge is essential for choosing age-appropriate teaching strategies and content for the units and lessons that the art teacher develops. Beginning art teachers study developmental theory in educational psychology classes, but it seems that this is…

This theme issue of "InSEA News" focuses on contemporary technology and art education. The articles are: "International Travel and Contemporary Technology" (Gilbert Clark); "Recollections and Visions for Electronic Computing in Art Education" (Guy Hubbard); "Using Technologies in Art Education: A Review of…

Designed primarily for art education students and professionals in the field, this book presents the history of art education in U.S. public schools. The book gives priority to information rather than to theoretical or philosophical interpretation. It considers art education as a response to sociological forces, to trends and conditions in…

Describes how the Educational Sector of the Sao Paulo Biennial assists art teachers in introducing contemporary art into the schools. Outlines how students were observed viewing the exhibition and creating artworks. Describes how training programs and materials were provided to help the schools. (KM)

Asserts that the practice of drawing in sketchbooks contributes something valuable and unique to young children and to those who teach them. Maintains that voluntary drawings offer children a form of engagement in art-making that is substantially different from what they experience in lessons initiated by a teacher. (CFR)

Offers examples of good Soviet art teachers and their ideas. Describes an art teacher who allows children to draw in any position so as to free natural creativity. Tells of programs to develop children's interest and ability in folk art, architecture, and life. Stresses the importance of sincerity of interaction and innovation. (DK)