This article reviews the relative position of art in special education curriculums, summarizes existent research literature related to art and the mentally retarded, and presents the beginnings of a structured, sequential, behaviorally based art program for educable retarded children. The curriculum model proposed includes a method of assessing the individual's increment of learning in the areas of visual analysis, perceptual discrimination, self awareness, and self concept. Brief descriptions of three introductory lesson plans and an abbreviated synopsis of activities from the unit on self awareness and self concept are included as illustrative material.
Get full access to this article
View all access options for this article.
References
1.
BryantA. P., & SchwanL. B.Art and the mentally retarded child. Studies in Art Education, 1971, 12 (3), 50–63.
2.
DunnL. M.Exceptional children in the schools. New York: Holt, Rinehart, & Winston, 1963.
3.
EisnerE.Educational objectives-Help or hindrance?School Review, 1967, 75, 250–260.
4.
EisnerE. W.The drawings of the disadvantaged: A comparative study. Studies in Art Education, 1969, 2(1), 10–11.
5.
GaitskellD., & GaitskellM. R.Art education for slow learners. Peoria, Ill.: Charles A. Bennet, 1953.
6.
MacDonaldJ. B.Myths about instruction. Educational Leader, 1965, 22, 613–614.
7.
StevensG. D.An analysis of the objectives for the education of children with retarded mental development. American Journal of Mental Deficiency, 1958, 63, 234.
8.
WigginR. G.Art activities for mentally handicapped children. Studies in Art Education, 1961, 2 (1), 88–102.
9.
WitkinH. A., DykeH. F., GoodenoughD. R., & KarpS. A.Psychological differentiation. New York: John Wiley & Sons. 1962.
