Hi Angela
That sounds like a great piece of research, do you have the full citation
for it? Iıd love to get hold of it.
Ta
Linda
On 2/8/06 4:03 PM, "Angela Rogers" <[log in to unmask]> wrote:
> Bornholt and Ingrams (2001) investigated childrenıs self-concepts about
> drawing. As Linda says they found a reduction in spontaneous drawing at about
> 8 years old which reflected increasing self-criticism and resulting
> discouragement. When they compared childrenıs concepts about drawing with
> those of reading and number they found that children thought reading and
> number were conceptual skills which could be improved with practice. Whereas
> children thought drawing was a creative talent, innate and invariable over
> time which couldnıt be improved with practice. Teachers and adults were found
> to be hesitant about drawing, presumably not knowing how to challenge these
> ideas nor encourage or explore alternatives.
>
> Best wishes
>
> Angela
>
>
>
>
>
> Drawing Dialogue
>
> Angela Rogers
>
> [log in to unmask]
>
>
> -----Original Message-----
> From: The UK drawing research network mailing list
> [mailto:[log in to unmask]] On Behalf Of Linda Knight
> Sent: 02 August 2006 01:12
> To: [log in to unmask]
> Subject: Re: Drawing with adults
>
> I think also there is the factor that a childıs natural cognitive development
> impedes the willingness or confidence to draw. At around eight years the child
> begins to possess a more OEsophisticatedı conceptual viewing of the world, and
> so this is generally when they also begin to look at their own (often drawn)
> art efforts at school and become frustrated that they do not look like the
> world around them. Their reality becomes much more representational rather
> then symbolic and unless their teachers, parents, guardians, care workers etc
> can encourage other forms of artmaking as well as drawing, unfortunately this
> is when many children leave not just their drawing skills to gather dust, but
> their other art making skills too.
> I teach art education to pre-service teachers during their degrees and
> diplomas, and with the early childhood and primary PSTıs I try to get them to
> think about cognitive development as part of the planning process so that they
> might not repeat the mistakes their own teachers made when planning art units
> and projects. In my role as a teacher educator and as a researcher who uses
> visual artmaking as research my engagement with drawing is very much within
> the context or visual or fine art practice; however I have been very
> interested in the discussions about taking drawing across disciplines and
> curriculum areas. I absolutely agree in drawingıs potency as a learning and
> cognitive tool for all types of learners.
>
> As an aside, Iıve set the secondary PSTıs Iım teaching this year an assignment
> whereby they have to produce a reflective journal about their journey of
> becoming a secondary/college art teacher. This journal is to include image and
> text and everyone is being positively encouraged to respond in a personal way
> (rather than what they might think I would like to see). Most of them were
> very happy to be set this assignment because for them (as art school graduates
> of various studio practices) drawing and visualising is the most natural form
> of language over writing essays about teaching in the arts. I also asked them
> to join this mailing list as part of their reading list so hopefully they are
> all lurking and reading some of the discussions going on. Perhaps if any of
> them are reading and lurking they might offer some of their own perspectives
> on drawing?
>
> As a group we are also organising our own Big Draw here in Australia in
> October, which is very exciting.
>
> Cheers
> Linda
>
>
> On 1/8/06 10:52 PM, "Rob Appleby" <[log in to unmask]> wrote:
> When I ask people to draw with me, virtually all say OEI canıt drawı, Iım no
> good at artı, OEIım not artyı, OEI canıt draw to save my lifeı, this isnıt a
> surprise and as you say is a legacy from childhood and schooling.
>
> Teaching children to draw, results in these comments almost daily. In my view
> what happens is they mean to say "I can't draw the way i'm expected to". Give
> a 2 year old a crayon and paper they draw! they don't sit there and say to
> themselves " ooh well i'm not sure if i can or not" then at some point we
> start imposing expectations upon them... you do a drawing and your mum sticks
> it on the fridge!, then one day she turns round and says "that's nice dear...
> BUT i'm not sure the grass should be pink!" and BANG! that's it.
> It happens a long time before their secondary schooling, I spend my career
> trying to undo what societys expectations of what a 'drawing' should be.
>
> Rob Appleby
> Gifted & Talented co-ordinator
> Visual Arts
> Herne Bay High School
> [log in to unmask]
> iChat: thecurlyelephant
> Skype: robapple
> www.12and13.co.uk
>
>
> Dr Linda Knight
> Lecturer, Art Education
> School of Education and Community Studies
> University of Canberra
> ACT 2601
>
> Ph + 61 2 6201 2491
> Fx + 61 2 6201 2263
> E [log in to unmask]
>
> Australian Government Higher Education Registered Provider CRICOS #00212K
>
> NOTICE AND DISCLAIMER: this email and any files transmitted with it may
> contain confidential or copyright material and are for the attention of the
> addressee only. If you have received this email in error please notify us by
> email reply and delete it from your system. The University of Canberra accepts
> no liability for any damage caused by any virus transmitted by this email.
>
--
|
