Literaturnachweis - Detailanzeige
| Autor/in | Davidson, Joan Lipson |
|---|---|
| Titel | My Block and Beyond: A Documentation of How Drawing in Conjunction with Writing Contributes to the Thinking Process. |
| Quelle | (1996), (138 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Art Activities; Cognitive Processes; Critical Thinking; Freehand Drawing; Grade 3; Primary Education; Problem Solving; Productive Thinking; Visualization; Writing Processes |
| Abstract | This document presents a demonstration of how drawing affects writing, how writing affects drawing, and how both affect the thinking process of students. The third grade students participating in the studies were selected on the basis of their prior performance in reading and mathematics and their identified potential for achievement. The students created a series of drawings and writings. These were analyzed by examining the series for evidence of change in either the drawing or writing, indicating that the student was thinking about the subject differently and/or experimenting with graphic or written ways to give new form to the idea. How successful the student was in terms of communicating the idea was determined by comparing the work to the student's previous work and /or by the response of the student, peers, and/or research staff. The 14 cases chosen for presentation in this document were selected based on the clarity of the changes in the students' drawing and/or writing over time. Examples are provided of each student's work and writing, along with selected excerpts from student reflective narratives. A review of each of the cases presented in this document indicates a positive effect of drawing upon writing and writing upon drawing. The particular effects demonstrated by each case are described and discussed. An appendix includes samples of the Drawing and Writing Questionnaires and the Analysis Drawing and Writing Categories. (MM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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