The importance of maintaining students' interest in art is underscored by the decline in both self-confidence and interest in art that children commonly begin to display during middle childhood. This study explored developmental differences in art motivation, investigating whether the expected decline could be explained by changes in beliefs…

The value of children's drawing and writing in science lies in its potential to assist children in making observations, remembering events, and communicating understandings. However, a neglected aspect of children's representations is that they can serve the teacher as guide to children's understandings and as a diagnostic tool. By creating their…

An innovative interweaving of student interest, school curriculum, and creative interpretation. (RK)

Cumulative evidence obtained from this and other studies suggests that perceptual training to attend to shape and object contours will affect representational drawing. (Authors/MB)

Effects of country of origin and social class on sex differences in body articulation were also analyzed. (Authors)

Examines the hypothesis that errors in children's drawings of objects in anticipated states of rotation result from their inability to imagine the objects in those states. The hypothesis was tested by comparing children's performances on a drawing version and a reaction-time version of a rotating squares task. (Author/RH)

Three media used in a longitudinal, cross-sectional investigation to determine the rate of artistic development in young children were clay modeling, drawing, and storytelling. The most significant result of the study reveals that artistic competence does not proceed upward across all media as the child matures. (JN)

Described is a program which brought talented high school juniors to a summer camp where they participated in ceramics and drawing programs. It took place on the Plymouth State College campus where group classes were taught by professionals using an interdisciplinary approach. (KC)

In a theoretical and philosophical discussion, the author examines the results of two drawing exercises he used with elementary students. Exercise One, "blind contour" drawing from life, was based on child-centered art learning theory. Exercise Two, copying an artwork, emphasized the learning of graphic conventions and cultural forms. (SJL)

After reviewing the socialization models of Berger and Luckmann, Speier, and Piaget, the author relates the drawing process to these theories as a form of social interaction, citing changes in drawing style and subject matter with gains in social maturity. She concludes with implications for art educators. (SJL)

Describes the "Museum in the Schools" program of Cornell University's Johnson Art Museum. To encourage museum use by secondary school students and teachers, workshops are designed and presented by the museum's team, based on the specifications of the classroom teacher. This article focuses on a workshop in drawing and line. (Author/SJL)