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Learning to See

Learning to See. Drawing Explorations with Children Lisa Burman info@lisaburman.com.au. Overview. Drawing as a “research tool” – what does this mean? A process for Drawing Explorations Setting the environment. Changing Ideas.

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Learning to See

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  1. Learning to See Drawing Explorations with Children Lisa Burman info@lisaburman.com.au

  2. Overview • Drawing as a “research tool” – what does this mean? • A process for Drawing Explorations • Setting the environment

  3. Changing Ideas “Views on the adult’s role in young children’s experiences are changing. So too are theories of child development and how children learn, and long-held views on children’s drawing.” Ursula Kolbe

  4. Through observational drawing, children develop skills for: • Looking closely • Communicating what they see and think • Wondering aloud • Using analogy

  5. Becoming Friends • Through drawing explorations, children become familiar and confident with materials • Then they can use drawing as a “research” or “representational” tool: • Sketch a block structure they built • Draw their ideas for changing the dramatic play area into a store • Sketch their ideas (like how clouds make rain, or other emerging theories about the world) so they are more visible to others • Draw a map of how to get to their house, or how to find buried treasure in the garden

  6. Set an Invitation to Learn Imagine a special guest …. how do you greet them for a meal? how do you set the table how do you show that you value them?

  7. Process of Exploration • Small groups most effective • Slow it down • Use senses first • Point out interesting features • Talk about shapes and lines • Use your finger to show shape and line • Talk about colours, textures, • What does it remind you of? What else does it look like? What else?

  8. Supporting Children through the Drawing • Look and draw, look and draw – encourage children to spend time drawing, by stopping and looking occasionally • Coach or scaffold to include details by referring back to the exploration and observation before. • Remember how soft you said the feather felt. Show me how you would draw that. • Remember how we looked closely at the part where the leaf and the steam connect. Let’s look at that again and then you can draw it. • If you are having trouble with a shape or line, stop and look closely again. If you want you can try the shape a few times on some scrap paper first.

  9. Try it Ourselves! • How can you use drawing explorations? • What are good drawing models for young children? • Connections to inquiry projects?

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