Digital technologies have material and social properties that have the potential to create new opportunities for children's expressive arts practices. The presence and development of oral narratives in young children's visual art-making on paper has been noted in previous research, but little is known about the narratives children create when they…

Digital technologies have the potential to offer new opportunities for children's expressive arts practices. Although adult expectations surround and shape children's visual art making on paper in the early years classroom, such expectations are not so established in relation to digital art making. So how do children make sense of digital art…

This study examines the interrelationships among art, play and "real" life, as perceived by young children. Twenty-one children aged four and five in their first year of formal schooling in Ireland, were observed during art-related play activities and classes over a period of four months in 2004. Research data consisted of art works…

This book is intended as a guide for parents, teachers, and others interested in developing creative art talent in young people. The book is based on the following assumptions: (1) being able to recognize and knowing how to identify creative individuals with special talent in art, guidance can be given to maximize the achievement of their…

Presents two printmaking lessons for children inspired by master art teacher, Frank Wachowiak. "Repeated Motifs and Designs" uses vegetables and found objects to make prints emphasizing repeat patterns. "Fish Under the Sea" uses white liquid glue to make line prints with strong linear compositions. (LS)

Looks at individuality, in the sense of a personal expressive idiom or style, in children's art production. Shows that early stylistic differences manifest in children's art making correspond to basic cognitive/affective learning processes. Outlines implications for ideas about child development. (DSK)

Illustrates the skill and inspiration of master art teacher, Frank Wachowiak, by presenting three lessons for children: "Fruits and Vegetables" or "Leaves" in crayon resist, "X-ray Trees" in crayon engraving and "Angels or Self-portraits" in tempera. Lessons emphasize the use of patterns and textures, as…

Describes how a teacher can motivate students to be creative by dressing up, performing for them, hiding things, and designing visual experiments. Advocates that art teachers demonstrate that art class is a playful and exciting place to be. Suggests methods to encourage teachers and students to perform. (KM)

This handbook, written for teachers, art teachers, and parents of young children, describes actual elementary school classroom experiences. Each anecdote is juxtaposed with a simple explanation of its philosophical and psychological rationale. Symbolic representation of the environment through art making is seen as a natural language, a…

Examines the function of drawing by interviewing a wide range of people engaged in design activities. Promotes drawing for its vital contribution to two areas of design activities, exploration, and manipulation. Maintains that further research is necessary now that design and technology are part of the core curriculum in schools. (KM)

Describes a relief printmaking unit for sixth graders with the objective of decorating the inside of a pyramid. Ancient Egyptian imagery was used to help students become familiar with the style. Students designed and printed linoleum prints in different colors. They then critiqued their work and made their selection for the pyramid. (KM)

Explains how artist, Tim Rollins, worked with Kids of Survival, a group of secondary school students in the South Bronx area of New York City, to create large scale art works inspired by Franz Kafka's book, "Amerika." Describes scale, materials used, use of contrasts, and inspiration for these artworks. Suggests similar art activities…

Incorporating the arts into the educational process can help children learn to think clearly and to set and reach goals, so that they can meet change more effectively. Numerous examples of this approach are described. (TE)

The Task Force on Children's Learning and the Arts: Birth to Age Eight guides the development of arts-based early childhood programs and resources, and links the arts to the literacy of young children. This document presents examples of activities, programs, research, and resources that exemplify each of three guiding principles related to: the…

Reports on a study of seven preschool children engaged in drawing activities with traditional media (crayons, felt-tip pens, etc.) and a mouse-driven computer paintbox program. Finds that the same basic media-independent strategies are used when children try to establish a relationship between their mark-making actions and the resultant effects.…