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First Graders Constructing Meaning through Drawing and Writing
| Content Provider | ERIC |
|---|---|
| Author | Leigh, S. Rebecca Heid, Karen A. |
| Spatial Coverage | South Carolina |
| Abstract | This eight-week study supports the view that literacy learning is multimodal (Berghoff et al., 2000). It contributes to existing research (Dyson, 1986; Gardner, 1980; Hubbard, 1989; Hubbard & Ernst, 1996; Olshansky, 2007, 2008; Skupa, 1985) on the communicability of drawing and writing as vehicles through which children make and share meaning. In the traditional classroom where language is privileged over other ways of knowing, opportunities to construct meaning through art diminish as learners progress to higher grades and reading and writing therefore shift to the more common curricular resources of the classroom. While some learners are ready for the new shift, many comfortably linger in other forms of expression such as drawing to show their comprehension (Eisner, 1998a). In first grade, varying abilities in writing abound. Exposure to and the personal construction of visual text may provide young writers opportunities to develop and reveal some of their own literacy strategies (Albers, 2007). Simply put, there is power in children's use of art and, when it is valued as a conduit for understanding how children construct meaning, understanding children's literacy processes is also expanded. |
| Related Links | https://files.eric.ed.gov/fulltext/EJ1094945.pdf |
| e-ISSN | 19327528 |
| Journal | Journal for Learning through the Arts |
| Issue Number | 1 |
| Volume Number | 4 |
| Language | English |
| Publisher | Center for Learning in the Arts |
| Publisher Date | 2008-01-01 |
| Access Restriction | Open |
| Subject Keyword | Grade 1 Freehand Drawing Writing (Composition) Literacy Education Emergent Literacy Code Switching (Language) Logical Thinking Aesthetics Aesthetic Education Young Children Teachers Teaching Methods Qualitative Research |
| Content Type | Text |
| Resource Type | Article |
