rs and PlayStations are now great occupiers of time. One is able to see that children are naturally creative if given the chance. The following statements from
             Kindler's research show this to be true: "The artwork of children reflects the early developmental stages of the mind during which the multiformity of the world is synthesized in a few generalities." (Kindler, p.10) Through a child's eyes, one can see the world in a different perspective. "Quite evidently, an undisturbed development of children's artwork flourished when parents, teachers, and other influential persons protect them from environmental impediments." (Kindler, p.14) In other words, let children have blank sketchbooks instead of "manufactured" coloring books or other mass-produced "art" guides. And let children feel comfortable about what they draw-so what if they choose to draw pink cows and blue horses. "Child art, then profits from being recognized as an inseparable aspect of good human functioning." (Kindler, p.11)
             If art is not introduced to children at home, it then falls into the hands of public education. Parents should initiate the creative process at an early age, so when their children are old enough to participate in art programs at school, they are already beginning to develop artistically. Unfortunately, not all schools require art education or have a person properly trained to allow the students' aesthetic choices. The following statement comes to mind: "Still, if American youngsters are to be introduced to aesthetics, it will almost certainly be in school this happens. And the usual agent will be the overworked, under-compensated art teacher." (Moore, p.6) If the public school system is going to have an active role in art education, it needs properly trained and compensated personnel in all major content areas. The class text provides eleven major reasons for schools to develop significant art programs in the very first chapte...