This section is full of stories from teaching artists working to clarify what needs to change within their practices and moving toward solutions--whether it's supporting a classroom of learners in new and unexpected ways, reassessing one's approach in the classroom, shepherding an individual child toward success, or professionalizing an entire…

ADHD is a neurobiological-based brain disorder, most often hereditary, affecting nearly one in twenty students. The ADHD brain functions differently because the area between the frontal lobe and rear lobe is having short-circuit problems and is not transmitting necessary information. The technical part of the disorder does not engage us as…

Focuses on observations of aesthetic behavior in children and also speculates on what effect the presence or absence of aesthetic feeling has on individual and social functioning. (Author/RK)

Specifies Erickson's stages of play, discusses the nature of toys, and suggests that teachers can structure a series of personally meaningful art experiences for their students by taking a fresh look at the play and play-objects of children. (Author/RK)

Provides ideas for educational strategies that art teachers can utilize while their students are standing in line waiting for their classroom teacher to arrive at the art classroom. Explains that the students are better behaved when they are engaged in learning activities while waiting. Includes a list of strategies. (CMK)

This handbook serves as a practical guide and reference manual for teachers on maintaining classroom discipline. Divided into three parts, part 1: "Understanding Discipline in Art Classrooms", the nature and complexity of discipline problems is examined. In part 2: "Preventing Discipline Problems," suggestions are given for management practices…

Maintains that art therapy encompasses the areas of mental health and art education. Presents a case study of three sisters from a family with a history of sexual abuse and illustrates how art therapy was used as part of their overall treatment. (CFR)

Asserts that many preservice elementary art teachers have negative feelings about their precollegiate art education. Relates preservice teachers' experiences with unsupportive and negative teachers. Contends that students can avoid this behavior by paying attention to individual needs and by encouraging creativity. (CFR)

Contends that the evaluation of student achievement is the most important function of educational assessment. Proposes a balanced evaluation approach based on four dimensions: (1) cognitive learnings; (2) affective learnings; (3) psychomotor learnings; and (4) behavioral performance. Recommends the use of checklists and evaluation forms. (CFR)

Explores the problems of teaching art to preadolescents by taking into account the experiences and reflections of the teachers, students, and the researcher. Uses cross-site analysis and categorizes the problems into three groups: (1) contradictions in student behaviors; (2) instructional demands; and (3) institutional contingencies. Includes…