Download Thinking and Learning Through Drawing: In Primary Classrooms by Gill Hope PDF
By Gill Hope
With an in depth heritage in instructing and discovering children’s makes use of of drawing, Gill wish describes the ways that a number of varieties of drawing are utilized by undemanding tuition little ones. She explains why it's going to be actively promoted as a way of aiding pondering and studying throughout a variety of topic parts, and offers functional help for lecturers.
Read or Download Thinking and Learning Through Drawing: In Primary Classrooms PDF
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Additional resources for Thinking and Learning Through Drawing: In Primary Classrooms
Example text
The authors speak of the way in which young children will develop one theme or image across many drawings but this could equally be applied to the work of the greatest adult artists, scientists, designers or thinkers who use graphic means to generate, develop, organise and play with ideas: ‘reflexive oscillation’ between impulse, ideas and mark, receiving feedback from the marks appearing on the page, which prompt further thought and mark-making. Usually the drawing is one of a series, where ideas are explored, repeated, refined, practised, worked over, discarded, combined, where alternatives are sought and alternative possibilities explored.
Perhaps they naturally want to represent the world in a more fluid and less tightly defined way. The development of children’s handwriting has bearing on the development of their drawing style, since both are dependent on the maturation and development of muscle groups in the hand and the formation of neural pathways within the brain, and on the interaction between the two. Children who learn early to produce neat well-formed handwriting often develop a drawing style that reflects well-ordered visual schema, whereas children whose handwriting is less pleasing may produce looser more fluid drawings that suggest a greater ability to juggle uncertainty of visual perception.
Viewing all systems of communication as equal but different is probably a more helpful approach to the debate. That drawing does so differently from speech, writing or mathematics does not mean that drawing is a second-class form of language, but that it is a different form of communication that says different things in different ways, some of which it does more effectively and efficiently than other communicative systems: For instance: • A picture can often convey what words cannot say. • A map shows the way where words would be so complicated that getting lost would be guaranteed.