ABSTRACT
The first issu e in any kind of teaching situation is knowing clearly what it is one wishes to convey. While one might think that is simple, already defined by the title of the course, workshop, or lecture, there are always choices to be made among the many facets of any topic in art therapy . One criterion, of course, is one's own sense of what is most important for these people to lea rn about the topic involved. In order to make that decision intelligently, however, one must find out just what it is the students or audience Il/relldy kllow-"where they are" in any specific subject. One may be able to find out by checking just what learning experiences they have already had (previously required courses, for example), though it is likely, even in a sequentially designed curriculum, that people will be at different levels of awareness, knowledge, and sophistication on any topic. The decision one must then make is just where to "pitch" the course, lecture, or workshop, given the fact that there is probably a range of preparedness among those attending. My own preference is to try to communicate to a level around the middle, between the most sophisticated and the least informed, and then to provide in some way for those at the extremes.
