Social Learning and Drawing: What Children Learn by Copying the Images of Their Peers

Autor/in	Laroche, Gaetano A.
Titel	Social Learning and Drawing: What Children Learn by Copying the Images of Their Peers
Quelle	In: Art Education, 68 (2015) 3, S.19-25 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-3125
Schlagwörter	Socialization; Freehand Drawing; Childrens Art; Imitation; Elementary School Students; Grade 1; Grade 2; Early Childhood Education; Imagery; Cooperative Learning; Peer Teaching; Peer Relationship; Well Being; Art Education + Suchen Sie Ihr Suchwort? Socialisation; Sozialisation; Drawing; Zeichnen; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Metaphorik; Kooperatives Lernen; Peer group teaching; Peer Group Teaching; Peer-Beziehungen; Well-being; Wellness; Wohlbefinden; Arts; Art in Education; Kunst; Bildung; Erziehung
Abstract	In this article, the author provides a brief synopsis of a study he conducted about the nature of children's drawing among first and second grade students. Laroche noticed that when first and second grade students sat at a table of four or had their individual desks grouped in fours, frequently the drawings from that group of students had similar imagery. He shares his observations of student interactions within these groups, and asserts that children learn to draw by looking, copying, and creating anew. When a child looks at his neighbor's drawing and realizes that a triangle on top of a rectangle makes a house, or that zigzagging lines create scary and ferocious teeth, then he has learned something. Today he may copy his peer's house. Tomorrow, he has a schema for a house in the woods with wolves all around. As Carolina Blatt-Gross (2010) discusses, there is growing research into the functioning of the brain by neuroscientists and cognitive psychologists that points to "the distinctly social nature of the human brain and the role art plays in satisfying this" (p. 353). According to Johnson and Johnson (1991), in cooperative environments, children with the least skills or understanding can benefit greatly from working with peers who possess greater skill and understanding, and the more-advanced students can develop a deeper understanding of the content by teaching it. As it is essential to the psychological well being of children that they have healthy peer interactions, the art teacher can promote both growth in the discipline and educate the whole person by designing and allowing for communication and interaction between children in the classroom. (ERIC).
Anmerkungen	National Art Education Association. 1916 Association Drive, Reston, VA 20191. Tel: 703-860-8000; Fax: 703-860-2960; Web site: http://www.arteducators.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01