It was concluded that drawing rules are essential and that adequate visual analysis is a necessary but not sufficient prerequisite to the production of accurate copies. (Author)

Described the efforts of an elementary school teacher to help her students to think and verbalize about their current experiences while including in the lesson some art history of the Paleolithic period. (Author/RK)

Suggestions to help art students at any level produce an accurate and craftsmanlike value scale are provided. Values scales are vital in terms of skill development and as a means for creative action. (RM)

An effective approach to drawing instruction at the secondary level is through the exploration of unique materials and techniques. Two such approaches involve the use of physics and aesthetics--creations of drawings utilizing photographic processes. Methods of teaching direct light drawing and etched light drawing are presented. (Author/KC)

Reports three experiments which investigated the ability of children aged four to nine years to organize body-location information in recall. Attempted to correct for methodological confounding in previous similar research. (JMB)

Discusses Kellogg's four distinguishable stages of children's early art development as reflected in scribble art. (MP)

Investigates the effects of medium, task, and instruction on the child's representation of the human figure, the origins and course of development of the child's representational effort, and the effects of socioeconomic status (SES), intelligence, age, sex, and mental retardation on the representation of the human figure. (Author/RK)

The experiment assessed the effect of ordinary school art instruction in human figure drawing on scores of the Goodenough-Harris Drawing Test. Subjects consisted of 44 fifth-grade students. No differences were found in the control group between pretest and posttests. The treatment group showed significant gains on both posttests. (Author)

Authors see the provision of an "aesthetic atmosphere" as one of their greatest challenges. One is an art specialist and the other is a principal. Outlines some of the ways in which they have successfully met that challenge. (Editor/RK)

Points out that there is an enormous amount of material from the world of art that can help people see and, therefore, help them write. Notes the connections between writing and visual art as expressed in the work of many writers, including the author. Offers suggestions on how to explore the connections between writing and art. (SR)

Compares writing products of 60 third-grade students who drew before writing a story to writing products of 59 students who wrote without drawing. Finds that students who drew produced more words and overall wrote better than nondrawers. Notes that results were consistent for boys and girls regardless of group membership. (PA)