The influence of graphic expression activities on kindergarten children's oral language expression was investigated. It was hypothesized that, regardless of the sex, race, or socioeconomic status (SES) of the subjects, children provided with an opportunity to express themselves graphically would talk more about a prior experience than children who were not provided with such an opportunity. To supply a common basis for drawing and story-telling, all subjects viewed an exhibit of South American Indian artifacts approximately one week before data were collected. Subsequently, individual interviews were held with each subject. Children in one control group were given a drawing of something they saw at the exhibit and were asked to tell a story about the trip to the exhibit. Children in a second control group were directed to color a drawing they were given. In the experimental group, children were directed to draw a picture of the trip to the exhibit. Manually transcribed and tape recorded oral data were analyzed for fluency and syntactic maturity. On the measure of fluency, significant differences between groups, regardless of sex, race, or SES were found. On the measure of syntactic maturity no significant differences were found. Drawings illustrating stages of graphic representation are included in the document and illustrated oral language protocols for the experimental and control groups are appended. (Author/RH)