Children in a Montana school were not content with the materials usually employed for creative expression. Here a fifth grade took up knitting and crocheting and made a number of useful potholders, washcloths, doilies, and other gifts for their mothers and older sisters. Once a group of boys and girls in this school held a valentine tea for their mothers. With the guidance of girls in the high-school home economics class the

children decorated their classroom and the tea table where the refreshments were served.

In a class where many children were merely copying pictures or filling in outlines with color, a restless boy, with a suggestion from his teacher, went outdoors and made some fine original charcoal sketches of local industrial scenes. Another child made drawings of pets and sketches to illustrate experiences at home. Under each picture was a sentence in manuscript writing. One read: "This is the family." The picture revealed the kind of information that teachers often find helpful in understanding and guiding individuals.

In another school, children listen to a radio discussion of certain famous paintings and study the reproductions that the

program sponsor sends out each month before each program. County-wide interest has been aroused by the program.

In a certain Arizona school, Indian children are particularly fond of animals, especially of beautiful horses. Consequently, animal themes occur in their art work. Their models of horses are especially effective. Mexican children in this school show outstanding skill in making articles of pottery, in producing colorful paintings of scenes in their environment, and in weaving baskets. Both groups of children are inclined to be silent. To draw them out, the teacher makes it a special point to praise their expression through their art products at the same time that she encourages them to talk. The Mexican boys and girls respond; the Indian children are often silent despite encouragement. By the end of the first year, however, the Mexican and Indian children, 6 and 7 years old by this time, have made so such progress that they are not greatly different from any other group of 6 and 7-years olds.

In a New Mexico school, a fifth-grade class learned how to take pictures and develop them. One of their projects was a filmstrip and tape recording of the kinds of instruments in an orchestra. The pupils learned to evaluate their activities and projects on the basis of how interesting they would be for other boys and girls to see and hear. They selected the best to be recorded on tape.

Boys and girls in a North Carolina class have increased their interest in photography because one of their members has a camera with flash bulb equipment that he uses to take pictures of school activities. The pupils plan together for the scenes to be photographed, and particular attention is given to attractive arrangement of objects and children. It is agreed that every pupil will be photographed at least once during the year.

Looking at the Work of Others

In a Utah school, a city committee invites certain modern painters to send pictures to be exhibited to students and community. Members of the Fine Arts Guild are invited to help. The event has become an annual affair. Dozens of artists from all over the country send their products. A few of these artists have been students in this city. Each year at least one picture is purchased for the school; last year 40 were bought by citizens for their homes. In addition to providing opportunities for the children to become familiar with pictures and enjoy them, the pictures add much to the school's attractiveness. They are suit

ably hung in library, classroom, and halls. An exhibition planned for the current year is to include outstanding work of students in the schools.

A certain Florida school, where pictures and films are made regularly available to teachers, has a picture-of-the-month plan in each room. Each month every classroom receives a copy of a great painting to look at and to study. In this way, each student becomes conscious of characteristics of certain artists' work or favorite themes and familiar with some of their paintings.

A West Virginia school is working with the local Junior League to make an art museum from part of the county courthouse. In this museum will be displayed the work of children in the community along with crafts and paintings of adults. In this school system, the art consultant is using radio to give lessons on the enjoyment of good pictures. A reproduction and book for study are sent to each teacher and pupil the week preceding the broadcast.

Dramatization and Puppetry

Dramatics affords creative outlets for many children. The boys and girls referred to on page 93 used their historical play to express concretely their patriotic feelings. Puppets are often made and used in presenting scenes from history or literature. A number of pupils learn to read aloud or to do choral speaking in ways that express original ideas and feelings. Young children carry out dramatizations on the playground. A New Mexico school has a stage in each primary room. The boys and girls create their own plays and invite their parents and the pupils from other grades to see them perform.

In a Mississippi school, a group of pupils of a second grade read a story and decided to dramatize it for the other groups. When they were well into the dramatization, they discovered that they did not know what they wanted to do. They had to reread the story, keeping in mind the parts they had planned to depict. Some careful reading and evaluation were required, and, as a result, when the children finally made their presentation, they did so with feeling and effectiveness.

A school in Oregon used dramatics effectively in improving social living and in helping the children assume responsibilities for helping others. Boys and girls discuss ways in which they help their mothers and then talk about improving their part in the home life, including making the home attractive. They prepare demonstrations of some of the activities planned so that

the next week's class may get ideas from them. An eighth grade in the same school in learning to write an effective letter discussed the importance of spelling and then planned skits to show what happens when people cannot spell.

A few schools are experimenting with television. A primary room, for example, viewed a television program about Aunt Polly and Uncle Mistletoe. They liked the program so well that they made puppets to represent Aunt Polly and Uncle Mistletoe. The schools of one large city set up a television program for elementary schools and another for secondary schools. Television sets are placed in schools in which the teachers and principals want to experiment with the use of television in school programs. One of the programs was entitled "The World From Your Window." On another program, Gandhi's physician appeared. Music from other lands will be featured in a future program. In some of the programs the boys and girls themselves have a part. More and more, children are being asked to take part in radio programs and, where television facilities are available, to appear on television programs. Such experiences abound in opportunities for creative expression.

Singing, Bands, and Orchestras

Music affords enjoyable opportunities for children to express themselves creatively. Some schools have consultants in music to help the regular teachers. In other schools, the regular teachers are responsible for the music program. In one school, where classroom teachers undertook for the first time to teach music to their own classes, children and teachers soon became so enthusiastic about it that none of the group would omit music or ask for a special teacher.

Many schools are bringing music into projects and activities. In an Idaho rural school, for example, the children through pictures illustrated "The Ugly Duckling" to be shown by an opaque projector. The pupils made original songs and prepared commentary.

In one city, appreciation of music is brought to boys and girls through a committee of the coordinating council. This committee also sponsors concerts for the enjoyment of the children and the adult community. Several free but not compulsory matinees are provided especially for children.

In a Montana school, a third-grade teacher, not especially trained in music, nevertheless became interested in helping her boys and girls learn to sing and enjoy rhythms together, and

to compose simple songs and set them to music of their own. Other grades in the school invited the third grade to sing and play. Once the third grade planned and presented a music program for their parents. With such an example from the third grade, some of the boys and girls in higher grades were stimulated to a greater interest in singing together.

In a North Dakota city, teachers are encouraged to plan from day to day according to the interests of the children and the way they feel about specific work in which they will use music. Children frequently sing for neighborhood gatherings. A study was made in one fifth and one sixth grade to discover each child's particular interest in music and what he does with music.

A child was observed not finding any group to work with in any subject where he felt at home and could contribute. His teacher discovered that there was a choir in his own Sunday School and arranged for him to be urged to join that choir. There he became so much interested in music that he was able to feel himself later a part of other groups as well. In this city, a consultant in music works with teachers and other staff members.