Explains what writers mean when they talk about (1) writing as exploration, (2) being "honest" when writing, (3) "showing" instead of "telling," (4) the writer's "voice," and (5) the intensely personal experience that writing affords. (RL)

A language system comprises a grammar and a lexicon. Fine art has no lexicon and, therefore, no grammar. Graphic or auditory expressions become artistic material only when attention is given to the expression itself rather than to its meaning. Representational works of art do sometimes incidentally work as channels of communication. (RM)

Relates the experiences of participants in four poetry workshop sessions at a convalescent rehabilitation center. Provides examples of the poetry written during the sessions. (RL)

Describes Image-Making, a workshop in creative bookmaking based on a series of simple, carefully structured, parallel verbal and visual activities. Explains how each teacher and student designed and created an individual book (of his or her own poems and visual images) and a large communal book. (MG)

Describes the wide variety of personal statements and "mini-poems" on personalized license plates. Suggests that having students collect such statements might be a way of teaching them about the creative potential of language. (EL)

Twenty-two second grade children created musical compositions on an Orff xylophone during an eight-week period and produced accompanying written scores. Analysis showed that, over the period, children improved pattern recognition and increased use of melodic motives, and that writing the score did not inhibit the creative process. (JDD)

Cameras and photography offer children a tool for investigating interesting scenes in their environments, turning them into active observers of life. The article recommends types of cameras, describes how to get children started, and presents a variety of activities to help children get the most out of a camera. (SM)

Describes how a teacher of English as-a-Second-Language began, at first tentatively, to use poetry to offer his recent Chinese immigrant students as a feasible outlet to express themselves freely in English. Describes how he started from scratch, using Chinese poems in translation. Discusses the rewards reaped in the classroom by students and…

Examines self-expression in art, drama, and gesture, offering practical strategies that can be used across subject areas to enhance students' literacy performance. Discusses the way creative projects can motivate student language use and participation in history and science projects. (JPB)

Examines whether the use of artistic expression in counseling heightened clients' emotional awareness. Analyzed the content of the dialog of six clients who used artistic expression and found that their level of experiencing increased as they discussed their pictures. Recommends art therapy as an adjunct to verbal modes of counseling. (RJM)

Play teaches children about themselves and the world they live in, engaging them socially, physically, intellectually, and creatively. Parents must allow their children time to play; they must participate in the play to help their children learn and to foster a sense of intimacy. (SM)

Argues that adult literacy instruction should develop slowly over time and begin in the expressive and poetic discourse modes. (HOD)

Focuses on ways that children in art classes can be "gift artists." Discusses different types of gifts that children can create, such as presents for their parents or presents that have been personalized. (CMK)

Describes a successful program of "contemplation writing," in which, through a counting technique and a music technique, children learn how to contemplate their inner experience, write about it, and discuss it. (SR)

Explores the similarities between paintings of the abstract expressionists and those of young children. Similarities include total surface coverage, disregard for details, direct application of pigment, disregard for visual perspective, and use of the painting surface as a frontal plane. (CB)