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Drawing with seven-year-olds: assuming the role of teacher

Ring, Kathy (2010) Drawing with seven-year-olds: assuming the role of teacher. International art in early childhood research journal, 2 (1). p. 1.

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In 2001 there was evidence that in English primary schools the
introduction of the Art National Curriculum (DfE, 1995) and a
national art scheme of work (DfEE/QCA, 2000), had greatly reduced
opportunities within primary schools for children to draw. In particular
Matthews (2001, p.29) lamented the lack of opportunity for children’s
spontaneous drawing. In this article the author reflects upon data
gathered from a small-scale investigation in which she engages four
seven-year-old children in meaningful drawing activities. Taking a
guided-exploration orientation (Bresler, 1993) towards supporting
drawing fits with the author’s socio-cultural approach to learning
and teaching, particularly Vygotsky’s (1978) understanding of socially
shared cognition. Drawing alongside the children and talking aloud
whilst drawing are developed as teaching and support strategies.
Whilst investigating with the children the structural, expressive and
representational potential of drawing, the author increasingly focuses
upon the learners rather than overt training in techniques or achieving
pre-envisaged end points.

Item Type: Article
Status: Published
School/Department: School of Education, Language and Psychology
URI: https://ray.yorksj.ac.uk/id/eprint/366

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