Drawing is one of the first forms of art, both in historical terms and in terms of a child's development. Once in school, children should continue to draw and should be encouraged to draw better. Children learn to draw by drawing and by examining the drawings of others. (RM)

Described is an art activity in which sixth graders were asked to draw something that they hear. The children created aural pictures that were truly inventive personal interpretations. (RM)

Administered the Draw a Family Test to 41 children after parental separation and one year later. Results showed children in mother custody families omitted fathers from the drawings. An increasing constriction in the drawings of one quarter of the sample at followup questioned children's adjustment to divorce over time. (JAC)

Approximately 524 children, grades K-5, were asked to draw a plain or designed cube. At all grade levels, the plain cube was represented as a square with far greater frequency than was the designed cube. Perspective drawings, attempted and achieved, were more frequent for the plain cube. (Author/RM)

How second graders made three-dimensional forms using construction paper scraps is described. (RM)

Reviews three illustrated books that have legends as their base--"The Month Brothers,""The Winter Wren," and "Grandfather Twilight." (CRH)

This book explores how young children learn to draw and draw to learn, at home and school. It provides support for practitioners in developing a pedagogy of drawing in Art and Design and across the curriculum and provide advice for parents about how to make sense of their children's drawings. This book is enlivened with the real drawings of seven…

This paper discusses research methods used to examine children's art. The first part of the paper presents information on four theoretical approaches to the examination of children's art and discusses the teacher's role within that approach: (1) psychological approach, using art to discover the child's inner conflicts; (2) behavioral psychological…

This theme issue of "InSEA News" is about children's art exhibitions and their cultural and educational contexts. The authors, from Canada, Australia, the United States, and Scotland, offer a variety of viewpoints about why, where, when, and how children's art exhibitions should be displayed. Issues discussed include who designs the…

For one instructor, years of working with children in the art classroom suggested that talking with children is necessary and vital to understanding how they learn artistically and how to teach them. This paper focuses specifically on children's talk about their art in relation to the children's view that their world is separate and distinct from…

Thirteen ideas for using paper bags for class art activities are given. Directions for making bag barracudas, bionic bags, bigfoot bags, bag sculptures, bag beads, and body bag superstars are included. (PP)

These studies confirm the view that the "air gap" phenomenon, which refers to the area that remains when ground and sky lines are constructed at the bottom and top of a drawing, is commonly found in the free drawings of middle and later childhood, but that it is readily abandoned when task demands are modified accordingly. (Author/DB)

Discusses how Franz Cizek, the first proponent of the hands-on approach to childrens' art education, influenced the direction of twentieth century art education. The author points out that, although Cizek's theories profoundly influenced other educators, he himself never actually applied them in his own classes. (AM)

Drawing on the Kreilters' work with the psychology of adult artists, the authors show how children's story drawings develop the same four types of realities: origins, everyday experiences, normative realities (rules), and prophetic (anticipatory) realities. Illustrations are included. (SJL)

The author credits Pestalozzi with influencing most nineteenth century Continental theorists on the teaching of drawing through his theories, published circa 1800, on drawing as an essential and integral part of each child's education. He analyzes Pestalozzi's approach in the context of his life, times, and general theory of education. (Author/SJL)