CL4a-Drawing as Thinking: Module 1

As educators we often think of drawing as an activity, a skill, or a pastime. We make sure children have drawing materials, tools, and designated spaces to ‘do art’. Less often, however, do we consider ‘What is drawing?’ or ‘What does drawing mean to this child?” In Drawing as Thinking Part 1, we begin to explore the experience and purpose of drawing to children. We also consider how our beliefs and assumptions about drawing impacts children and our teaching practice.

Prices are in Canadian dollars.

This Drawing as Thinking series has been developed in response to an online conversation with Debi Keyte-Hartland. Each module in this five-part series invites educators to re-visit their assumptions and beliefs about children’s drawing, and to apply their insights uniquely to their work with young children.

In Drawing as Thinking Module 1, we begin with questions. What is drawing? What are the implications of understanding art as a separate subject, skill, activity, or pastime?

Our responses to these questions can profoundly impact the drawing materials, tools, environments, strategies, and experiences we offer children in our programs and classrooms.

Prices are in Canadian dollars.