Here we go
L J Bornholt and A Ingrams (2001) Personal and Social Identity in
Children's Self-concepts about Drawing, Educational Psychology Vol. 21,
No. 2, pp151-166
Angela
Drawing Dialogue
Angela Rogers
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-----Original Message-----
From: The UK drawing research network mailing list
[mailto:[log in to unmask]] On Behalf Of Knight, Linda
Sent: 02 August 2006 07:34
To: [log in to unmask]
Subject: Re: What happens at about 8 years old
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
>
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