5. Teacher usually a specialist,
 whose chief interest was not
 in the child, but in "teaching
 the art lesson."


The classroom teacher as well
as the specialist, acts as an un-
derstanding guide to lead and
inspire rather than coerce.
"Teach the child" through art
experiences.


6. Naturalistic representations Through the spontaneous ex-
 in children's work. All results pression of the child, something
 looked mechanically the of himself appears in his work.
 same.


7. Adult standards used to eval-
 uate. Too much stress on
 photographic reproduction,
 technique and detail. Mate-
 rial limited or dictated.


Individual and group criticism
and evaluation geared to the
child's level of maturity. Free,
spontaneous expression of child's
own feelings and ideas allowed
and encouraged. Access to all
mediums.


THE PHILOSOPHY OF CREATIVE LIVING SHOULD BE DEVELOPED. Every
child, potentially, is creative (try it out and see!).


* This creative process occurs when the child, assimilating past and
present experiences, reorganizes and creates new concepts according
to his own needs. If not suppressed, his creative capacities and ideas
will be developed through guidance so that he will understand him-
self, society and his environment-now and later. Probably no other
area offers more opportunity for the development of such understand-
ing than does art. No longer can it be considered as an isolated sub-
ject scheduled one day a week and with emphasis given to the more
gifted child. Art is interwoven with all aspects of everyday living.
It is in such things as the satisfaction experienced when you choose
a pink dress, when you notice the color and arrangement of the break-
fast table, when you feel the warm and friendly atmosphere of your
school and classroom. Flexible, functional art education can open
wide the doors of awareness, awakening and freeing the child for
fitting himself into his rightful place in society.


"Precisely
 Because
 They wear
 The warmth
 And color of the Senses


 The arts are
Probably the
 Strongest and
Deepest of all
 Educative Forces." *


* General Education in a Free Society (Report Harvard Committee, 1945).