The author started an artistic gratitude practice in March before the pandemic shut everything down. Every day the author writes something to be grateful for, and randomly selects two art supplies from a mason jar. Then, a postcard-sized artwork is made using those supplies and a gratitude journal as a prompt. While this practice has been deeply…

This article assists art educators, especially preservice teachers, in increasing their understanding of the symptomology and behaviors of students on the autism spectrum that may limit artmaking. Here, the author examines specific behaviors and symptoms of Autism Spectrum Disorder (ASD), from both a psychological and developmental perspective.…

This viewpoint article offers a rationale of why collaborations between art educators and art therapists are needed and provides an example of an effective art education/art therapy collaboration/program designed for adolescent girls who have experienced adverse childhoods. Art educators can provide opportunities to create art in a social context…

Art classes are often sites for students with academic, social, emotional, and/or behavioral problems. Some school administrators and counselors recognize the benefits of art education and place students at-risk in art education classes. Most often art therapy is not part of coursework within art education programs, so K-12 educators have minimal…

A student's lack of belief in his or her own ability to do well in school can be a driving component of disengagement. In response, the author created art activities aimed to build students' confidence in their ability to learn, carry out a given art task, and identify a competence; such asset-based thinking approaches encourage students to reach…

Metaphoric interpretation of art serves different purposes in art education and psychotherapy. These differences are discussed in the context of categories of art criticism adapted from E. B. Feldman's work. Practical guidelines are presented to help art teachers use metaphoric interpretation and maintain the boundary between education and…

The roles of teachers and therapists, when dealing with troubled students, are clarified. If an art teacher is not trained as an art therapist, he or she cannot assume responsibility for addressing the emotional needs of these types of students. (RM)

Identifies three assumptions of art therapy which provide much of the rationale for the utility of art education. Stating that art is (1) a universal language which (2) enlivens the lackluster quality of life and (3) provides a heightened aesthetic sensibility, London presents these assumptions as serious alternative art education goals. (GEA)

Intended for researchers, teachers, and administrators, this bibliography covers much of the literature concerned with visual art education and samples materials from the related areas of visual perception, creativity, art therapy, leisure research, and space planning. (Author/SJL)

Discusses four ways that art teachers can enhance the therapeutic aspects of their lessons: (1) recognize the similarities between the therapeutic and creative processes: (2) empathetically talk with students about their artwork; (3) understand Expressive Therapies Continuum (ETC); and (4) work in collaboration with faculty and staff members. (CMK)

The author delineates the role of the art therapist by contrasting it to that of the art teacher and the psychotherapist. She suggests ways the art therapist can reach severely disturbed children and stimulate their interest in art and the productive process. Part of a theme issue on art therapy. (SJL)

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…

This article presents information on the new career alternative of art therapy: a definition of the field, types of training necessary, registration as an art therapist, and the job market. It is part of a theme issue on art therapy. (SJL)

Addresses the social, emotional, and psychological needs of immigrant and refugee students and the use of art forms to communicate their feelings. Summarizes the identity crisis that immigrants and refugees experience. Considers art education as a helpful intervention. Discusses the characteristics of children's artwork and the art teacher's role.…