This a report of several studies of children's artistic behavior carried out at Cornell University with 3- to 5-year-old nursery school children. The studies involved: (1) taping comments children made while painting at nursery school; (2) determining if there was a difference in difficulty between two- and three-dimensional representations; (3) seeing whether giving a child an opportunity to handle an object before drawing it affected the finished drawing; (4) training children in copying a square to see if improvement could be brought about; (5) studying the relationship between matching, recognition, tracing and copying of geometric forms; (6) determining whether meaningfulness of a form affected children's ability to copy it; (7) comparing children's drawing and writing ability; (8) comparing children's drawing of geometric forms on various shaped backgrounds; (9) determining the effect of selected experiences upon children's drawing; and (l0) making videotapes of children using art materials. Implications include the importance of the teacher as a catalyst in the drawing process, especially if the teacher is a non-interfering one; the greater importance of process rather than product to the child; the clear developmental differences between 3-year-olds and 4-year-olds. It is suggested that little can be done to speed up or change a child's ability or developmental level in artistic expression. Improved drawing ability seems to result from something other than improved motor coordination or perceptual skill. (MS)