In an effort to make freehand drawing instruction more easily transferred to architectural design, a series of exercises was developed based on touch, movement, and vision. The intent is for students to mimic and develop empathy with the items they are drawing. Examples and illustrations are provided. (MSE)

Presents the results of a study where five-, seven-, and nine-year olds were asked to draw three figures: one standing still and facing them, one standing still in profile, and one running in profile. Half drew from imagination and half drew from models. Discusses the differences between the efforts. (MJP)

Presents a series of pictures drawn by an autistic adult over a period of years. The pictures represent recollections of a day in his childhood. This representation is notable because of its consistent theme, as well as its reflection of the ability to reexperience and enjoy pleasant past memories. (MJP)

Describes a field sketch mapping project conducted with a sixth-grade class. The project involved selecting appropriate sites around the school to map, organizing the students, and instructing them about measuring distances and drawing maps. Illustrations include assignments and examples of students' work. (MJP)

Traces the development of artistic ability in a six-year-old boy with autism and mild mental retardation. Addresses questions concerning autism and artistic development including whether intellectual realism is a necessary precursor to visual realism and whether a two-dimensional photographic memory is used as opposed to three-dimensional…

Reviews the work of neurobiologist, David Marr, concerning artistic ability and autism. Summarizes Marr's theory of perceptual vision illuminating the relationships among object, observer, perceptual process, and image. Briefly reviews the cases of four autistic people with extraordinary drawing skills. (MJP)

Analyzes the research strategies, stimuli, subjects, statistical strategies, and relative variables in 34 empirical studies on children's representation of three-dimensional objects. The studies fell into three categories: children's representation of spatial relationships within an object, between two objects, and studies that included both. (MJP)