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)

This paper attempts to make explicit some assumptions about the creative abilities of people with developmental disabilities, and offers constructive strategies for replacing negative ideas and attitudes with positive attitudes. The paper points out that: a high degree of artistic ability can coexist with considerable impairments in other areas of…

This paper describes the organization, Artists Call, as well as several slides shown during the presentation to illustrate "visual solidarity" between artists of the United States and Central America. In 1983, artists in 27 U.S. cities as well as Paris and Mexico City organized Artists Call against U.S. Intervention in Central America.…

The resource book is designed to help teachers and other school personnel use arts activities to mainstream handicapped and gifted students into the regular class curriculum. The first section contains guidelines for developing basic processing skills of perception, interpretation, understanding, expression, and evaluation. The second part of the…

Describes activities of kindergarten through grade-four students in an art classroom that emphasizes expression of creative process along with the product. Explores interconnections between art, thinking, and writing as expressed by a former language arts teacher who transfers her knowledge of language, words, and creative expression to art. (BAC)

Outlines a process in which art is used to connect and focus the creative energy of students. Presents a step-by-step format for the project and the materials that will be needed. Suggests ways to help students prepare their self-portraits, gives display tips, and provides testimonials concerning the project. (RJM)

Explores how teachers can use picture book illustrations to teach children the art of collage. Focuses on three children's picture books and offers art activities showcasing three collage techniques: (1) cut and torn paper collage; (2) photomontage; and (3) texture collages and collage constructions. Relates each activity to the National Standards…

The essays in this collection are grounded in theoretical underpinnings which range from Freud to Montessori. The focus encompasses educational and psychiatric concerns. Essays are organized in 4 parts. Part 1, "Theory of Art Therapy," includes: (1) "Art Therapy: Problems of Definition" (Elinor Ulman); (2) "Therapy is Not Enough: The Contribution…

Describes objects from everyday life and analyzes artworks by four contemporary artists whose works make use of familiar objects (Louise Nevelson, Claes Oldenburg, Mitchell Syrop, and Betye Sarr). Divides lesson into four steps: (1) discussing everyday objects; (2) viewing artworks; (3) studying artists; and (4) class activities related to the…

The purpose of this manual is to serve as an instrument for those interested in using puppetry with economically and/or deprived youngsters for the purpose of improving self expression, self-image, and communication. That his form of creative exPression improves coordination, memorization skills, listening skills, and crativity are suggested.…

Intended as a practical guide for parents, counselors, and teachers, this book contains basic principles and techniques to guide children in journal-keeping. The book is fully illustrated with examples from children's journals. The exercises are designed for use with very young children (preschool and kindergarten) as well as with elementary and…

This guide describes how to use art media to explore and discover unique personal qualities. Structures and techniques, which can be used in therapy with individuals or growth-oriented groups, are suggested. The book is organized into 10 chapters and 4 parts. Part 1 outlines the theoretical basis for gestalt art experiences. Part 2 discusses the…

Recommends asking a basic question "What am I trying to teach?" when considering the use and adaptation of computers in art classes. Suggests testing a system to ascertain possibilities, limitations, and particular characteristics. Maintains that computer art is often simply a starting point for other projects. (MJP)

Discusses why art activities are an important part of a child's development. Cites reasons open-ended art activities have a place in early childhood programs, including: children love them; art materials provide hands-on, sensory experiences; art provides an outlet for the innate creativity of children, allowing them opportunities for unique…

This final report describes the activities and outcomes of a 3-year Expressive Arts Outreach project at Western Illinois University to integrate and replicate the Expressive Arts (EA) model based on developmentally appropriate experiences in the expressive arts, with an emphasis on visual arts, into early childhood programs for children (ages 3-8)…