Proposes an assertiveness training program suitable for adolescents in a high school group setting. After role-playing examples, students should begin formulating their own responses. Early work in this area indicates that students eagerly participate in assertiveness training groups, and are quick to pick up the skills required for assertive…

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)

Explores a broad range of music interventions appropriate for addictive clients so as to fill a void in the music therapy and addictions counseling literature. Presents a rationale for the use of music intervention and presents case examples. Describes a social work intervention approach tested over a 10-year period. (RJM)

Examines 144 adolescents' perceptions of parents' (N=209) disclosure of their own lives. Results indicate that college-aged adolescents believe that their mothers disclose more to them than their fathers, especially about their problems. Mothers were also perceived to disclose for different, more emotional reasons than fathers and were thought to…

The following categories of research on choice behavior of individuals with severe developmental disabilities are reviewed: assessing their choice making, building choice opportunities in daily contexts, and evaluating the effects of choice making. Research suggests that most people with severe developmental disabilities are capable of making…

Questions why imagination is not brought into mainstream education as a cornerstone of learning and why education frequently makes students incapable of relating to what is alive and meaningful within themselves. Without imagination, it is impossible to experience the infinite qualities of our senses, nor to shape our thoughts and images of these…

Argues that learners need to know that their teacher values their knowledge and respects their individual ways of constructing meaning, and that such a classroom environment will cultivate students' intrinsic motivation and connect it with their literacy learning. Offers suggestions to nurture students' intrinsic motivation for literacy learning…

This article presents a model of creative thinking as a metacognitive process. Creativity technologies are reframed as metacognitive strategies; and creativity itself is viewed as a self-regulatory process of metacognitive knowledge, combining self-reinforcement, self-evaluation, and self-monitoring. Self-regulated creative thought is…

Describes methods of introducing ceramics to preservice teachers, emphasizing creativity and enjoyment rather than skill building. Maintains that these methods are less intimidating for new students and that they will encounter the necessary skills while being creative. (KM)

Describes how three groups of twentieth-century U.S. artists--Landscape and architectural artists, pop artists, and the photo-realists--used the object as the primary image in their artwork. Maintains that this approach to studying still life may be more relevant for teachers and students today. (KM)

Questions who decides what a culturally literate person needs to know and its social implications. Comments on the lack of dance references in E. D. Hirsch's book, "Cultural Literacy." Discusses what a person needs to know about dance. Analyzes dance as art in the context of cultural literacy's requirements. (KM)

Shares an account of one student's writing journal and how he developed as a writer. (MG)

Describes how the Ohio Department of Education developed its art curriculum, the Balanced Comprehensive Art Curriculum (BCAC). Going beyond the traditional studio art approach, the program requires students to respond and express themselves in three areas: personal development, artistic heritage, and art in society. (KM)

Examines how an individual, as artist and as teacher, contends with these conflicting roles. The artist strives to remain creative, autonomous, and individual whereas a teacher must be outgoing, analytical, and confident, focusing on students' needs. Author maintains that teaching has helped her become a better artist. (KM)

A Hawaiian hula instructor describes how she teaches hula dancing to her students, explaining that there is no difference in how she shows them how to do something within or outside of the classroom. The article emphasizes the importance of students understanding and experiencing what they are being taught. (SM)