ABSTRACT
Before I trained as an art therapist I worked as a teacher with children in primary, middle and secondary schools. Art was my specialism, and I noticed how lessons where children were free to express themselves, without being confined to themes, provoked individual and personal imagery. The art they created often appeared to say much about each child’s unique inner landscape and experience of the world. It seemed to me that their paintings and drawings spoke for them, and that what they put on paper they might not have been able to articulate verbally.
