Has anyone any proven research on the differenc between boy /girl and the age at which confidence hinders development of drawing? i have observed this again and again in various projects carried out at kingston in past, but have not forund proven research on the subject.
leo duff
Leo Duff
Faculty of Art,Design & Architecture
Kingston University
Knights Park
Kingston Upon Thames
Surrey KT1 2QJ
UK
00 44 (0) 20 8547 8492
fax : 00 44 (0) 20 8547 8471
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________________________________
From: The UK drawing research network mailing list on behalf of Knight, Linda
Sent: Wed 02/08/2006 07:33
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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