ABSTRACT
It is not easy for a teacher from one discipline to enter the domain of another, especially when one is entering an area viewed as essential to good education from one often viewed as a frill. Such is frequently the case when the value of language and visual arts is assessed, even by experts. When this happens, that is, when one feels judged as an educator by the ability to express oneself with words, art teachers often feel intimidated by both English and language arts teachers. Word people, of course, frequently feel intimidated in the area of studio arts and are often quick to declare that they cannot draw.
