Significant differences between groups of students from the U.S., England, and Jamaica in the area of spatial ability were indicated. Some significant differences between sexes were also found on the test used. (MK)

The developing directional preferences in writing and drawing that were observed in subjects between four years of age and adulthood suggest that two semiindependent motor systems are involved in writing: one for rapid and nonfigurative tasks, the other--which occurs later--for precision and symbolic functions. (Author/GT)

Changes in the performance levels of 41 elementary school-aged girls on Euclidean geometric operations tasks were related to changes in forms of their drawings of two anticipated rotation movements. Operatory and imagery performance were measured in three sessions over a 3-year period. (JMB)

This study attempted to remedy the inadequate control procedures of Hammer's research and to answer the logical question as to applicability of the HTP scoring norms to black Ss. (Author/RK)

Kindergarten subjects (N=24) were given practice producing a geometric production when given the three dimensional object. Using a two-way analysis of variance, the main effect of motor activity (drawing the projections) was significant. It was concluded that children's learning activities should be motor based, rather than verbal. (Author)

Analyzed two sets of Japanese children's artworks, one in the graphic narrative style, the other, school art in the "high" art tradition. Argues that art derived from popular models provides children with important ways to investigate meaningful dimensions of the world and to experiment with life's major themes, dimensions of meaning…

School records; teacher, parent, and child ratings; and children's drawings about family, school, and the program were evaluated for low-income, at-risk children in a school-age child care program and compared to a control group that made no drawings. The drawings provided qualitative data that enriched program evaluation. (SK)

Describes an art project that taught students about the work of two different artists: (1) Edgar Degas; and (2) Alexander Calder. Explains that students created drawings of ballerinas, created sculptures in the style of Calder, and created sculptures of ballerinas. (CMK)

Discusses an art project that focuses on fine arts prints. Uses three printmaking techniques: (1) stamping, (2) monotypes, and (3) intaglio (drypoint), with a focus on monotypes. Explains that the students created self-portraits using the monoprint technique by drawing their faces on a mirror and pulling the print off this surface. (CMK)

Describes an art project used with eleventh-grade students called, "Close to Mosaic Drawings." Explains that the students learned about Chuck Close and Robert Silvers. States that the students selected a photograph to use in the project and discusses in detail how they created their artworks. (CMK)

Describes an art project in which students created close-up drawings of animals. Explains that they located photographs of animals, enlarged them with a copier, and completed research on the animals. States that the students used oversized black and white scratchboard. (CMK)

Describes two art projects that use "gadgets" objects, such as used-up pens, empty thread spools, and cardboard strips. Explains that in these projects, "Gadget Print Fish" and "Imprinted Clay Fish, students use gadgets to make designs for creating paper fish and clay fish. (CMK)

Describes an art project used with students in a beginning drawing class in which they created self-portraits. Explains that the students were also to select geographic areas that identified their ancestry, such as a country or part of the United States. (CMK)

Describes an art activity where children create imaginary character sculptures using clay. Discusses how the students created their creatures after first drawing their ideas and then painting their sculptures. (CMK)

Discusses a visual case processing method using metaphors and drawings as a holistic and creative way of conceptualizing and presenting cases in counseling supervision sessions. Presents specific guidelines for metaphor-based visual case processing and drawing to illustrate the procedure and provide examples of counselor trainees' reactions to the…