Art teachers are renowned for their claims that the creative properties of their senior secondary pupils' artworks occur as a result of the realisation of a creative process. Drawing on my recent ethnographic studies in senior art classrooms in Sydney, Australia, and Illinois, USA, I uncover a sociological, rather than a psychological explanation…

Discusses the ways in which teachers can use art activities to provide a variety of learning experiences which encourage both creative expression and intellectual development. Lists basic art media and their inherent learning possibilities. (ED)

Considers both teacher-initiated and child-initiated strategies for enhancing young children's self-expression and creativity, based on the philosophy of the preschools in Reggio Emilia, Italy. Discusses how the classroom can be modified to best support children's emerging creativity. (HTH)

Examines children's art creations in a child care center in Reggio Emilia in northern Italy. Suggests that, to produce art, children need many interesting experiences in classroom and community, as well as encouragement to think, talk, and create art in response to their experiences. Under such circumstances, their art is as intriguing and…

Explores misconceptions about the place of the arts in early childhood education. Notes that children's creativity usually flourishes in a play-like atmosphere where children have the time, materials, opportunity, and social support to experiment. Suggests three ways to facilitate children's artistic growth and creative expression, and includes a…