Drawing Out Ideas: Graphicacy and Young Children
Abstract Drawing offers a powerful mode for representing and clarifying one‘s own thinking and for communicating ideas to others. Young children instinctively use drawing in the same exploratory way that designers use sketching to ’converse with themselves‘ when generating ideas. The two distinctive...
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| Autor*in: |
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| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
1997 |
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| Umfang: |
21 |
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| Reproduktion: |
Springer Online Journal Archives 1860-2002 |
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| Übergeordnetes Werk: |
in: International journal of technology and design education - 1990, 7(1997) vom: März, Seite 219-239 |
| Übergeordnetes Werk: |
volume:7 ; year:1997 ; month:03 ; pages:219-239 ; extent:21 |
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| 520 | |a Abstract Drawing offers a powerful mode for representing and clarifying one‘s own thinking and for communicating ideas to others. Young children instinctively use drawing in the same exploratory way that designers use sketching to ’converse with themselves‘ when generating ideas. The two distinctive traditions of drawing in Technology and Fine Art are replicated in the Design and Technology and Art and Design curricula in England and Wales. However, because we lack research evidence about (i) the processes by which children develop drawing capability and (ii) the effects of school culture and pedagogy on the development of children‘s drawing capability, teachers are confused about how to teach drawing and unsure about the role of graphicacy in promoting children‘s learning in both subjects. In this article the particular dilemmas of teaching design drawing to young children will be discussed. A research agenda for the teaching and learning of drawing in primary schools will be outlined. | ||
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(DE-627)NLEJ194458660 DE-627 ger DE-627 rakwb eng Drawing Out Ideas: Graphicacy and Young Children 1997 21 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier Abstract Drawing offers a powerful mode for representing and clarifying one‘s own thinking and for communicating ideas to others. Young children instinctively use drawing in the same exploratory way that designers use sketching to ’converse with themselves‘ when generating ideas. The two distinctive traditions of drawing in Technology and Fine Art are replicated in the Design and Technology and Art and Design curricula in England and Wales. However, because we lack research evidence about (i) the processes by which children develop drawing capability and (ii) the effects of school culture and pedagogy on the development of children‘s drawing capability, teachers are confused about how to teach drawing and unsure about the role of graphicacy in promoting children‘s learning in both subjects. In this article the particular dilemmas of teaching design drawing to young children will be discussed. A research agenda for the teaching and learning of drawing in primary schools will be outlined. Springer Online Journal Archives 1860-2002 Anning, Angela oth in International journal of technology and design education 1990 7(1997) vom: März, Seite 219-239 (DE-627)NLEJ188988505 (DE-600)2016164-5 1573-1804 nnns volume:7 year:1997 month:03 pages:219-239 extent:21 http://dx.doi.org/10.1023/A:1008824921210 GBV_USEFLAG_U ZDB-1-SOJ GBV_NL_ARTICLE AR 7 1997 3 219-239 21 |
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(DE-627)NLEJ194458660 DE-627 ger DE-627 rakwb eng Drawing Out Ideas: Graphicacy and Young Children 1997 21 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier Abstract Drawing offers a powerful mode for representing and clarifying one‘s own thinking and for communicating ideas to others. Young children instinctively use drawing in the same exploratory way that designers use sketching to ’converse with themselves‘ when generating ideas. The two distinctive traditions of drawing in Technology and Fine Art are replicated in the Design and Technology and Art and Design curricula in England and Wales. However, because we lack research evidence about (i) the processes by which children develop drawing capability and (ii) the effects of school culture and pedagogy on the development of children‘s drawing capability, teachers are confused about how to teach drawing and unsure about the role of graphicacy in promoting children‘s learning in both subjects. In this article the particular dilemmas of teaching design drawing to young children will be discussed. A research agenda for the teaching and learning of drawing in primary schools will be outlined. Springer Online Journal Archives 1860-2002 Anning, Angela oth in International journal of technology and design education 1990 7(1997) vom: März, Seite 219-239 (DE-627)NLEJ188988505 (DE-600)2016164-5 1573-1804 nnns volume:7 year:1997 month:03 pages:219-239 extent:21 http://dx.doi.org/10.1023/A:1008824921210 GBV_USEFLAG_U ZDB-1-SOJ GBV_NL_ARTICLE AR 7 1997 3 219-239 21 |
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(DE-627)NLEJ194458660 DE-627 ger DE-627 rakwb eng Drawing Out Ideas: Graphicacy and Young Children 1997 21 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier Abstract Drawing offers a powerful mode for representing and clarifying one‘s own thinking and for communicating ideas to others. Young children instinctively use drawing in the same exploratory way that designers use sketching to ’converse with themselves‘ when generating ideas. The two distinctive traditions of drawing in Technology and Fine Art are replicated in the Design and Technology and Art and Design curricula in England and Wales. However, because we lack research evidence about (i) the processes by which children develop drawing capability and (ii) the effects of school culture and pedagogy on the development of children‘s drawing capability, teachers are confused about how to teach drawing and unsure about the role of graphicacy in promoting children‘s learning in both subjects. In this article the particular dilemmas of teaching design drawing to young children will be discussed. A research agenda for the teaching and learning of drawing in primary schools will be outlined. Springer Online Journal Archives 1860-2002 Anning, Angela oth in International journal of technology and design education 1990 7(1997) vom: März, Seite 219-239 (DE-627)NLEJ188988505 (DE-600)2016164-5 1573-1804 nnns volume:7 year:1997 month:03 pages:219-239 extent:21 http://dx.doi.org/10.1023/A:1008824921210 GBV_USEFLAG_U ZDB-1-SOJ GBV_NL_ARTICLE AR 7 1997 3 219-239 21 |
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Abstract Drawing offers a powerful mode for representing and clarifying one‘s own thinking and for communicating ideas to others. Young children instinctively use drawing in the same exploratory way that designers use sketching to ’converse with themselves‘ when generating ideas. The two distinctive traditions of drawing in Technology and Fine Art are replicated in the Design and Technology and Art and Design curricula in England and Wales. However, because we lack research evidence about (i) the processes by which children develop drawing capability and (ii) the effects of school culture and pedagogy on the development of children‘s drawing capability, teachers are confused about how to teach drawing and unsure about the role of graphicacy in promoting children‘s learning in both subjects. In this article the particular dilemmas of teaching design drawing to young children will be discussed. A research agenda for the teaching and learning of drawing in primary schools will be outlined. |
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Abstract Drawing offers a powerful mode for representing and clarifying one‘s own thinking and for communicating ideas to others. Young children instinctively use drawing in the same exploratory way that designers use sketching to ’converse with themselves‘ when generating ideas. The two distinctive traditions of drawing in Technology and Fine Art are replicated in the Design and Technology and Art and Design curricula in England and Wales. However, because we lack research evidence about (i) the processes by which children develop drawing capability and (ii) the effects of school culture and pedagogy on the development of children‘s drawing capability, teachers are confused about how to teach drawing and unsure about the role of graphicacy in promoting children‘s learning in both subjects. In this article the particular dilemmas of teaching design drawing to young children will be discussed. A research agenda for the teaching and learning of drawing in primary schools will be outlined. |
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Abstract Drawing offers a powerful mode for representing and clarifying one‘s own thinking and for communicating ideas to others. Young children instinctively use drawing in the same exploratory way that designers use sketching to ’converse with themselves‘ when generating ideas. The two distinctive traditions of drawing in Technology and Fine Art are replicated in the Design and Technology and Art and Design curricula in England and Wales. However, because we lack research evidence about (i) the processes by which children develop drawing capability and (ii) the effects of school culture and pedagogy on the development of children‘s drawing capability, teachers are confused about how to teach drawing and unsure about the role of graphicacy in promoting children‘s learning in both subjects. In this article the particular dilemmas of teaching design drawing to young children will be discussed. A research agenda for the teaching and learning of drawing in primary schools will be outlined. |
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