Abstract
This is a translated and edited version of chapter VI (pp. 132-158) of the book by Frances E. Anderson,
entitled Art-centered Education and Therapy for Children with Disabilities, published in 1944 by Charles C.
Thomas Publisher, Springfield, Illinois. Introduced in this chapter are art-based creative activities called
language arts, which include visual vocabulary activities (reading aloud), writing activities, puppet plays,
and poetry. In practice, it is of the same fashion in expressing mentality as symbolic expressions in
drawings in individuals that would not or could not reveal themselves in verbal communication.
Of note, the art-based creative activities presented in this paper will be just the beginning – a jum
ping- off place – for the creative teacher. Teaching children with special needs is a constant challenge. These
children need more practice than other children in learning skills and concepts. There is no reason to make
practice a dull, boring drill when there are so many alternative ways to learn. For some reason, educators
seem to believe that the brightest, most competent learners should be afforded the most creative teaching.
On the contrary, if every child with special needs were taught with the same energy and creativity as a
gifted child we might see far more enthusiastic, energetic progress in them. There is no excuse for boring
any learner of any age with dull, uninspired teaching. Special children need special teaching far more than
any others because they have so much farther to go. “Art-based academic learning can make the journey a
joyful experience.”... F.E. Anderson.
