Presents an activity that connects art, science, and nature in which elementary school students learn about deciduous trees. Explains that students create a torn-tissue collage, using fall colors for a background and drawing a silhouette of a tree without leaves on top of the background with black crayon. (CMK)

Examined 4- and 5-year-olds' drawing in context of a game in which they and their mothers took turns creating pictures of farm animals for each other to identify. Found that mothers and children often talked about their drawings, and many aspects of these conversations related to microgenetic changes in the sophistication of children's pictures.…

This study describes the results of an empirical research project concerning the artistic abilities of children aged 4, 5 and 6 years and their development, when these children make drawings within a "guided" teaching intervention. This research is based on an operational use of Luquet's ideas, which have been used, not only as a…

A sample of 315 children aged between 6 and 9 years participated in a 5-month longitudinal study aimed at investigating constraints on representational flexibility as observed in drawing behaviour. The study specifically looked at how external interventions affected children's representations over time. The intervention involved showing children…

This instructional resource, designed to be used by and with elementary level students, presents six portraits by master artists from diverse cultures and historic periods, as starting points for exploring various artistic techniques. Images include: "Dead King Amenophis I" (Egyptian, 1050 B.C); "Head of Neptune" (Roman, 500…

A study investigated why children's drawing becomes less flexible and less exploratory as the children age. Subjects, 92 students in two kindergarten and two first grade classrooms in two different public schools in Queens, New York, were interviewed about their feelings concerning drawing and writing. Each classroom was visited for 1 week each.…

Giving children opportunities to image and draw the words in the text and what they represent tends to unblock and extend children's potential abilities to assimilate and synthesize language. Evaluation of representational drawing need not be a barrier which discourages teachers from allowing children to draw. In effect, it might be judicious to…

Children aged 6 through 9 made drawings of cubes and simple abstract designs, with or without looking at their hand. Copying errors and differences between the age groups were discussed in terms of visual realism (perspective drawing) compared with intellectual realism (structural essentials copied without a unified perspective view). (CTM)

Describes a project for fourth graders based on a book by Shel Silverstein. After the teacher read and discussed the book with the students, they acted out the story and wrote original versions. Next, a professional painted an impressionist painting of the story. Finally, the students made their own paintings. (CB)

Junior high school pupils from Cambodia drew pictures to teach Americans about Cambodia. The efforts were organized into a project in which many types of media were used to present cultural shows. This helped the immigrants share information about their native country as they improved their English skills. Photographs are included. (VM)

States that amidst optimism and controversy, discipline-based art education (DBAE) has entered the U.S. art education scene. Attempts to put DBAE in perspective, to identify its roots, and to alleviate the concerns of some about its message. (Author/BSR)

Outlines the components of Discipline-Based Art Education (DBAE). The program is based on the development of four domains in art: production, criticism, art history, and aesthetics. These areas are important dimensions in artistic development, and the acquisition of art skills broadens childrens' sensitivities to the world in general. (MD)

Suggests ways students can benefit when elementary teachers combine reading instruction with art activities. (JC)

Based on a longitudinal study of three children from birth, argues that children experiment with two dimensional representation much earlier than is commonly thought. Interaction between figurative and action modes of representation is described. Suggests symbolizations based on movement and time as well as configuration. (Author/AS)

Describes an elementary art program that teaches children to use clay, a course in which middle-grade students made pottery using old plaster greenware molds, and an art class in which middle-grade students made Indian jewelry. (RM)