The objective of this study is to develop a typology of nonverbal gestural communication behavior as evidenced by student teachers in art. An attempt is made to develop techniques for the systematic observation and analysis of such behavior. Data from a pilot study, and analysis of a video-recorded sample of 15 student teachers led to the development of a typology of seven categories of nonverbal behavior, and seven categories of terms descriptive of affective qualities. An instrument was constructed to measure the relation between student teachers' gestural behavior and reflected qualities within task-setting, demonstration, and evaluation contests. As a test of validity, the researcher and six judges used the instrument in observing three student teachers. Analysis of the data was conducted to ascertain frequency of observations relative to patterns of gestural behavior and reflected qualities, and a factor analysis was used to ascertain the influence of the instrument and the extent of independence between the constructs. Evidence supports the proposition that the constructs provide a valid and reliable index of student teachers' qualitative gestural communication behavior, and that these might be applied to teachers in all fields of education. Further research is necessary to test the reliability of the instrument. (MBM)