Discusses an art activity that has students create pictures in which they first trace a chameleon pattern and then add camouflage to conceal the chameleon. Explains that different materials and techniques are used for students in grades k-1 and 2-5. (CMK)

Describes an art project for second-grade students where in over five class periods, they create fired clay dinosaur sculptures with dioramas as the background. States that this project, the culminating activity for a sculpture unit, teaches students many art terms and uses of different media. (CMK)

During a visit to Williamsburg Elementary School (Williamsburg, Iowa), this author was introduced to J. C. Holz, a 10-year-old boy who had already exhibited the characteristics of a prolific artist. During one of the interviews with J. C., the author encouraged him to have a solo exhibition of his work at the University of Iowa. The exhibition was…

This paper describes a longitudinal study undertaken with 40 pre-schoolers during their last six months in an early childhood centre and their first six months at school. The study presents an investigation of the pathways that child drawers and painters make towards representational depictions. As such its primary focus is on cognitive processes.…

This study focuses on children's reflectiveness about their drawings, and on the effect of other children's presence on the drawer's verbalizations about the drawing process and product. It was hypothesized that children would talk more about their representational efforts in the presence of other children, and that planning and evaluative or…

Compares R. Kellogg's (1969) intuitive predictions about teachers' preference in children's drawings of animals and humans with actual judgments made by teachers of those drawings. Also investigates possible effects of grade-level and cultural differences on such evaluations by utilizing U.S. sixth grade and first grade teachers, and Nepalese…

Describes a four-year longitudinal study of the drawings of a preschool boy which preceded four experiments related to observations made in the longitudinal study. Concludes that scribble patterns are a reflection of accidental motor activity. Implications for art education and theories of development of children's art are discussed. (Author/BSR)

Adults sometimes fail to appreciate the depth of understanding shown in children's art. Examination of drawings in the Prospect Archive (North Bennington, Vermont), a collection of 200,000 pieces of children's art, suggests that houses have great meaning for children and that much can be learned about children from their drawings. (IS)

The purpose of this study is to investigate the interaction of biological unfolding and culturally related factors on sequences of narrative figure drawings by American and Egyptian elementary students. Findings support hypotheses relating to the interaction of natural and nurtural influences on children's drawings. (Author/SJL)

The authors present an art teaching idea which extends the graphic discussion method described in the October 1981 issue. Rather than drawing together, the two participants respond in writing to each other's completed work, which provides an essential aspect of art learning--responding to another artist's images. (SJL)

After 15 lessons on clay modeling skills, modeled and drawn human figures by 41 nursery school children were compared to those by control children on formal elements, structure, and detail. The instructional experience significantly improved subjects' clay figure work. No significant sex effect or skill transfer to drawing was found. (SJL)

Section One of this article reviews extant theories of children's art. Section Two outlines evaluative criteria based on developmental approaches: degree of representational detail, expressiveness, and representational accuracy. Section Three explores the theoretical support for alternative standards for evaluating children's drawings. (SJL)

Traces the influence of visionary and perceptual schemas in discussions of child art in psychology, education, and art history. Considers recent accounts of artistic achievements of autistic children and views that young children can draw in perspective. Argues that Luquet has been misinterpreted; he was beginning to define a new theoretical space…

Presents strategies for using children's drawing as scaffolding for early writing: (1) paving the way with drawing (talking about drawing, asking the right questions, social context); and (2) getting stories into writing (supporting children just learning what letters look like, with a good mental image of some letters, who can write most letters,…