The purpose of this thesis was to create a pedagogical intervention for 7-9 year-olds attending community art classes, which would respond to the pressure for conformity and product orientation that occurs naturally within this age group. It was my hope that by minimizing these very pressures within the art experience and instead emphasizing elements of creativity and meaning-making, children would become better equipped to persevere through this challenging period of artistic development. My goal was to keep children engaged in the artmaking experience and to instill in them a deep appreciation for art.  Through the reflective practice which formed the basis of my research, I created and implemented a holistic art program in which children gained confidence in their artistic abilities by being encouraged to value their own ideas and expressions in artmaking. Through their actions and words, children demonstrated an increasing sense of self-confidence as they engaged in art activities that challenged their thinking skills and required them to be actively involved in the artistic process