Discusses children's use of crayons, markers, and other art materials at various developmental stages. Suggests art activities and guidelines for teachers for each developmental stage. (BB)

Describes an activity to provide the stimulus for the semantic elaboration that leads to students' word ownership. Uses graphic representation to expand and refine concepts and relate new knowledge to previous experiences. (MG)

Thirty-two hearing-impaired boys, aged 7-12, drew human figures as a projective personality assessment technique; the Koppitz technique was used to score the drawings. A positive relationship was found between the total number of emotional indicators on the drawings and the boys' scores on the Stress Response Scale. (Author/JDD)

Shows how a teacher used paintings as a basis for writing exercises designed to teach students about the subjectivity of interpretation and the importance of visual imagery. Describes a number of specific writing assignments and classroom activities involving description, interpretation, drawing, poetry, and research papers. (TB)

Presents examples from children's literature that illustrate types of special "thinking/dream spots." Suggests the following activities: creating a dream place in the library media center, describing or drawing a dream spot, designing a meditation room, making a sculpture garden, and writing monologs. (AEF)

Collected data from primary school children (n=1,059) to examine choice of drawings to communicate their understanding of technology. Reports that children hold a wide range of ideas about technology and although overall the drawings reflected this, sometimes they did not reveal the depth or breadth of an individual child's understanding. Contains…

Describes two activities in a second-grade class that use drawing and writing to explore fractions. (SR)

Activities for French language classes, all on the theme of prisons, are described. They begin with the students drawing about some aspect of the theme, then discussing the drawings, imagining how they would act in a related situation, discussing related vocabulary, completing brief writing exercises, and creating a dramatization. (MSE)

Assigned drawings of 217 children (ages 4, 6, 8, and 10) were evaluated for both developmental and ability-related differences. Age-related trends were found in the ability to render perspective with talented children making flexible and elaborate use of perspectival abilities. Artistic abilities other than perspective appeared to be less…

Describes having students draw a picture and write a paragraph of description at the end of each chapter of "The Lord of the Flies." Reports gains in reading comprehension, increased cooperation and enjoyment, and improved writing quality. (SR)

Examined the ability of children from 6 to 12 years of age to draw human figures and to reconstruct the drawing abilities they possessed at earlier ages. Found that diachronic thinking, or the ability to understand a present situation as a stage in an evolving process, developed with age. (MDM)

Outlines the patterns and processes of visual representation which occur during early childhood and suggests some differences that may be apparent in relation to the young gifted child. Stages of development are described and the use of children's drawings as indicators of giftedness is also outlined. (Author/CR)

Documents and argues the need to move beyond linear conceptions of development in art. Proposes an art education that explores multiple pictorial repertoires, including those that rely on cooperation of multiple modalities of expression, and allows students to construct meaning through connections across symbol systems. (DSK)

Discusses the use of perspective, or showing things as the human eye sees them, when creating reflections and transparencies in works of art. Provides examples of artwork using transparency, reflection, and refraction by M. C. Escher, Richard Estes, and Janet Fish to give students an opportunity to learn about these three art techniques. (CMK)

Offers an art activity that provides a balance between structure and an opportunity for students to be creative. Explains that the students begin drawing pictures of a clown through five teacher-directed steps and then the teacher leaves the children with half- finished drawings allowing them to creatively finish them on their own. (CMK)