Autism, Art, And Children

Rather than approaching the art of precocious young artists with autism as enigmatic and symptomatic, their work is explored as having its origin in human physiology and in the intrinsic human need for meaning. The narrative images in these young artists' exceptional art serve as both evidence and focus, allowing us to see the commonalities of all art and image-making. No art has been considered more enigmatic than that of young children with autism, for their often extremely early drawings intrigue viewers with their vivid, visually-based, perspective emphasis.

Such art, often spontaneously produced by artists frequently considered retarded, is difficult to understand within the usual constructs of drawing pedagogy that emphasizes the necessity of practice and experience for mastery. However, it is a useful means of expressing one's interior self and of sharing with others a tale of one's own creation. Finally, this expression forms enduring links with other people in the common human language of lines and forms.

Explores the work of young artists with autism and describes how they create narrative meaning through visual means, which challenges current thinking on their images and suggests the importance of art for other children as well.

Booknews

In this volume, Kellman (art education, U. of Illinois at Urbana- Champaign) uses an anthropological approach to collect and interpret data in developing case studies of children with autism and their art. Following an examination of how it is that art makes meaning, Kellman focuses on the art and stories of two young children with autism, then expands her analysis to other children and their art, and a consideration of artists in general. She discusses the directions and suggestions found in current research, and the value of art for those with autism. Annotation c. Book News, Inc., Portland, OR (booknews.com)

JULIA KELLMAN is Assistant Professor of Art Education, School of Art and Design, University of Illinois at Urbana-Champaign.