Article describes the advantages of bringing animals into the art room. (RK)

Describes an art teacher's technique of teaching about abstraction in art by having students draw and paint their impressions of various sounds. (GB)

Results of this study suggest the feasibility of using concepts from studies of spoken language for experimental studies of graphic performance. (Authors)

Intellectual realism was investigated by using as a model a cup with the defining feature (the handle) not visible, and a nondefining feature (a painted flower) visible. (Authors/MB)

The results of this study suggest that the human figure drawing does not provide a valid increment to a battery which contains the WISC and the Bender-Gestalt. (Author)

Article describes and illustrates elementary students' paintings on 2 x 2 slides, using felt tip pens and drawing inks as well as paints to achieve experimental effects. Slides were then viewed through a projector. (PD)

Current beliefs about how children draw emphasize the importance of drawing from memory, rather than from observation. However, an experiment with children aged seven to nine showed that observation drawings included greater detail and complexity. More research on observation drawing is recommended. (IS)

Used two spatial and language tasks to investigate that clockwise directionality in circle drawing indicates neutral integration difficulties. Tasks were administered to 106 children, eight years of age. Data were analyzed for sex differences and circling behavior. None of the hypotheses based on Blau's theory was supported. (Author)

Describes a 10-week art unit for upper- and middle-elementary students based on the theme of the sky. Students watched movies, drew sky-scapes, depicted fanciful flying people in drawings and sculptures, made a class soft-sculpture banner of flying creatures, and did abstract paintings based on aerial perspectives. (AM)

The author explores ways in which teachers can intervene sensitively to develop children's artistic sensibilities. He discusses general principles and illustrates his ideas with reference to teaching children drawing. (Editor/SJL)

Believing that adolescents need to explore their feelings about life and their fantasies about death, an art teacher was prompted to use a human skeleton as a still life subject. The success of this art project is described. (KC)

The authors suggest using graphic dialog--an adult and child drawing together and discussing their work--as a way of developing children's graphic skill. They illustrate the procedure through case studies and note that graphic dialogs between two children can also be effective. (SJL)

A table which describes the four categories of human figure drawings of learning disabled children along with their characteristics and an illustration of each are presented. The four categories examined include developmental immaturity, aggression/withdrawal tendencies, neurological impairments, and grotesqueness or bizarreness. (PHR)