THE QUALITY OF ART PRODUCTS OF STUDENTS WERE MEASURED TO COMPARE (1) THE EFFECT OF AN ART PROGRAM PRESCRIBED TO A TEACHER VERSUS AN ART PROGRAM SELF-DEVELOPED BY A TEACHER AND (2) THE EFFECT OF TWO METHODS OF TEACHING, ONE SPONTANEOUS AND THE OTHER DIVERGENT. SPONTANEOUS ART STRATEGY WAS DEFINED AS BEGINNING WITH A BIG ORGANIC STATEMENT DEVOID OF…

This paper cites descriptions, by professional writers, of two stages in the composing process that appear to correspond with the two modes of mental activity separately controlled by the hemispheres of the brain. The stage of writing a first draft involves unconscious, personal, irrational, intuitive writing which may be called "writing for…

This guide offers students suggestions on keeping a journal in which they record what they do, think, and feel. The guide examines the purposes of keeping a journal; discusses writing to a correspondent who will respond to the journal entries; shows how to express thoughts and feelings about events instead of just reporting on the events; offers…

This paper discusses the shift in recent years from a focus on product and method in teaching college composition to a philosophy that values the individual human experience as popularized by Sartrean existentialism. Such a philosophical orientation is viewed as both inappropriate and potentially dangerous because it values the individual as an…

Poetry therapy is becoming a recognized psychotherapeutic modality in the healing program of a number of institutions, evidenced by the fact that there are presently over four hundred staffed and salaried poetry therapists. Contained in this book are the following essays on the healing power of poetry: "Poetry in a Cage: Therapy in a Correctional…

A 16-week old course of treatment, which utilized behavior modification techniques of progressive relaxation and assertive training, was conducted with a 33-year-old American Indian woman. which utilized behavior modification techniques of progressive relaxation and assertive training. (Author/RTS)

Describes the outcomes from a poetry workshop for teachers, showing how teaching poetry helped the instructor's writing of poetry. Encourages teachers to become more interested in their own writing. (RL)

Describes the rationale for implementing and continuing artists/writers-in-the-schools programs. Emphasizes the lifelong value of creative expression and imagination. (RL)

Validates the "College Self-Expression Scale." Shows that females are significantly more assertive, and that in one of the criterion situations each sex was significantly more assertive toward members of the same sex than members of the opposite sex. (RL)

The games described could help provide experiences in self-assertion and leadership in the classroom. (MM)

Prescribes a sequential approach when teaching techniques of creative writing and self-expression at a teachers workshop. (RL)

Seven poets share their views on poetry and teaching it to children. (Editor)