REALISTIC (usually late elementary into higher grade levels.)

 At this time the child becomes more critical of his results and is
 often "self-conscious" about his art. He is no longer satisfied with
 symbolism but wants realism. A figure must look right. Some under-
 standing of perspective and proportion are desired. It is then he
 wants to be shown "how" to draw people, etc., and instruction
 should be given. The teacher should be ready to help him get a better
 visual image of the form needed, leaving interpretation to him. Ob-
 servation should be directed to nature for study but not for copying.



OR ALL CHILDREN. Leading psychologists and educators have discovered
experiences are a necessary part of the educational process as valuable as the three R's.



 Art, writing, speaking, singing, and rhythmic movement are all
 means of communication and expression. Expression is a tool that
 makes our experiences more meaningful and vital both to ourselves
 and others. Therefore the visual language, art, is as necessary a
 tool for learning as any other medium of expression and no child
 should be denied the opportunity of developing his native capacities
 in this area. The purpose of art for all children is not to make fin-
 ished artists of them no more than to make mathematicians or authors,
 but to provide opportunity for improvement in another area of
 expression.


 The more avenues of expression we have, the more likely are we
 to develop confidence and well-rounded personalities capable of cop-
 ing with the problems of society.


 The graphic expression of drawing is a natural means of com-
 munication. People from time immemorial have drawn diagrams
 and pictures in the sand to explain their ideas to others when words
 did not suffice. The first form of writing was picture writing. We
 need only watch the very small child in undirected play to realize
 that art such as drawing, construction, and modeling is natural
 to him.