Developing Cognitive and Creative Skills

How and why readers can use art procedures to assess and develop cognitive skills and emotional strengths. This fourth, revised edition updates research studies using the procedures. "The whys and wherefores regarding the use of art with children who have communication problems in general and hearing impairments in particular. Silver's book has become a classic in this area." -American Journal of Art Therapy

Rawley Silver has received the Honorary Life Member award from the American Art Therapy Association. Dr. Silver also received its annual award for research in

List of Tables

viii

List of Figures

x

Preface

xv

Acknowledgments

xvii

Part One The Role of Art

Cognition

5

(24)

Nonverbal Thinking

5

(4)

Organizing and Representing Experiences

9

(1)

Left and Right Hemisphere Thinking

10

(1)

Establishing Patterns for Language to Follow

11

(3)

Learning New Words

14

(2)

Activating or Reinforcing Language

16

(2)

Transfer of Learning

18

(2)

Imaginary Play

20

(1)

Abstract Thinking

21

(4)

Recall

25

(4)

Adjustment

29

(20)

Fulfilling Wishes Vicariously

29

(1)

Testing Reality

29

(4)

Expressing Unacceptable Feelings in an Acceptable Way

33

(2)

Obtaining Relief from Tension

35

(3)

Self-Monitoring

38

(1)

Personal Involvement

39

(3)

Experiencing Control Over People and Events

42

(1)

Transfer of Behavior

43

(6)

Assessment

49

(14)

Clues to Perception of Self and Others

51

(2)

Clues to Interests and Concerns

53

(4)

Clues to Assessing a Child's Development

57

(2)

Clues to Change

59

(4)

Expectations

63

(16)

Miguel

64

(1)

Paul

65

(1)

David

66

(2)

Ralph

68

(1)

Charlie

69

(5)

Maureen

74

(5)

Creative Skills

79

(26)

First Study: Handicapped Children in Four Schools

80

(4)

Second Study: A Demonstration Project For Hearing-Impaired Children and Adults

84

(13)

Third Study: State Urban Education Project for Children with Language and Hearing Impairments

97

(8)

Part Two Developing Cognitive and Creative Skills

Issues, Objectives, and Methods

105

(12)

Questions at Issue

105

(3)

Working with Any Child or Adult

108

(3)

Working with Handicapped Children and Adults

111

(6)

The Cognitive Skills Under Consideration

117

(4)

Ability to Associate and Represent Concepts Through Drawing From Imagination

121

(20)

Rationale

121

(1)

Testing Procedures

122

(16)

Remediation

138

(1)

Results

139

(2)

Ability to Order Sequentially and Conserve Through Painting, Modeling Clay, and Predictive Drawing

141

(20)

Rationale

141

(2)

Testing Procedures

143

(5)

Remediation

148

(3)

Results

151

(10)

Ability to Perceive and Represent Concepts of Space Through Drawing From Observation

161

(18)

Rationale

161

(5)

Testing Procedures

166

(6)

Remediation

172

(3)

Results

175

(1)

Observations

176

(3)

Case Studies

179

(24)

Burt

179

(9)

Vito

188

(5)

Stroke Patients

193

(10)

Statistical Analyses

203

(28)

State Urban Education Project for Language- and Hearing-Impaired Children

203

(22)

Art Program for Children with Learning Disabilities

225

(6)

Discussion and Conclusions

231

(6)

Cognitive Abilities

231

(2)

Creative Ability

233

(3)

Conclusions

236

(1)

Epilogue, 1986

237

(12)

Stimulus Drawings

237

(1)

A Drawing Test

237

(2)

National Institute of Education Project

239

(4)

Subsequent Research

243

(6)

Epilogue, 1989

249

(6)

Gender Differences in the Emotional Content of Drawings

249

(2)

Relationships Between Strongly Negative Responses and Depressive Illness

251

(4)

Epilogue, 1999

255

(8)

The Cognitive Content of Responses to Simulus Drawing Tasks

255

(3)

The Emotional Content of Responses to Stimulus Drawing Tasks

258

(5)

References

263

(6)

Index

269

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Developing Cognitive and Creative Skills Through Art: Programs for Children With Communication Disorders or Learning Disabilities

Summary

Author Biography

Table of Contents

Supplemental Materials