CL4c-Drawing as Thinking: Module 3

In this third Drawing as Thinking module, we focus on the influence of developmental stage theorists on current teaching practice. How are these theories shaping what we look for and what we offer children in our programs and classrooms? Does current research support the ideas we’ve come to rely on through theorists such as Luquet, Piaget, Lowenfeld, and Kellogg?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 3, we overview the remarkable contributions of developmental theorists as well as possible blind spots created by their theories. In light of current research into children’s drawing, do developmental theories lead us to dismiss the significance of mark making by toddlers? Do drawing stage theories cause us to focus on what’s missing or what’s next, instead of listening to what children are saying though the language of drawing?

This module invites us to critique the important work of past and present researchers to guide our teaching practice.

Prices are in Canadian dollars.