Authors presented a detailed example of users actively and successfully involved in the planning of an alternative school by means of a unique planning process. Their planning model is one which can be readily adapted to other settings and interest groups. (Editor/RK)

Five teachers rated 9j fourth-, fifth-, and sixth-grade students as "accepted,""concerned,""indifferent," or "rejected." Rated pupils completed the Describe Your School Inventory and a classroom situational drawing labeled the pupil-initiated question. Significant relationships were found between pupil…

Some research indicates that students often think that their drawings of three dimensional objects can be done without ambiguity, and that properties of drawings are properties of the objects. This "knowing vs. seeing" conflict was studied in three French sixth grade classes. (PK)

Developed from research about and teacher experience with children and creativity, the Creative Processes Rating Scale was tested with 100 sixth graders and found to be an effective instrument (which can be used by teachers with no experience in art) for assessing the creative processes of children in the visual arts. (Author/CB)

Illustrates the ways children from a first-grade classroom are encouraged to communicate their mental images of movement, spatial concepts, and imagination through drawings and writing. (BB)

Examines the hypothesis that adults and children have media-specific conceptions of picturing and that the functional uses of photography and drawing differ across development. Results showed an age progression from viewing photography as only reflecting the real object to viewing it as a medium that allows for control and alteration of reality.…

Three- to ten-year-olds responded to a three-dimensional object by drawing it and/or verbally describing it. Two days later, they reconstructed the object in drawn or verbal form. Descriptive abilities increased with age. The children displayed differences in verbal and graphic description only when recalling the object from memory. (Author/RM)

A K-12 visual arts program in Ontario, Canada, which used observational drawing to increase students' visual observation skills is described. Students had to observe and draw objects associated with intimate use, objects that were physically more distant and unfamiliar, and objects in the rural countryside. (RM)

Student drawings which give testimony to the high standards of instruction offered in the art classes of U.S. schools are presented. The drawings reflect the way students think and see. (RM)

This paper examines the process of drawing, including theories of perception and visualization. The intent is to apply knowledge of teaching drawing as a right brain activity to students using the computer and overcome the limitations that drawing on the computer imposes on students. The paper identifies the following domains of drawing: (1)…

This book contains three essays on teaching outdoors about the natural world and engaging students in the natural and cultural history of their communities. An introduction, "To Learn from Wood and Stone" (Ann Zwinger), discusses the opportunities that arise when a teacher makes connections between the classroom world and the world…

This paper reports on the introduction of an exploratory program on emotional development, "Drawing Emotions," through which instructors try to: (1) help the child learn how to deal with feelings; (2) ascertain relational difficulties; (3) apprehend their own questions which were not answered; and (4) interfere in the presence of risks…

Drawing lessons can be enriched by creating original coloring books in elementary school art classes. (DS)

Studied 72 children for whom the following data were available: IQ score on a conventional test (WISC or Stanford-Binet); Goodenough-Harris drawing test IQ score; and behavior description by the test administrator. Personality traits of children who performed better on either the graphic or conventional IQ test were assessed. (SJL)

The use of pictures created by students as aids in the learning of mathematical concepts and the problem solving process is promoted. (MP)