ERIC ED406300: My Block and Beyond: A Documentation of How Drawing in Conjunction with Writing Contributes to the Thinking Process.

140 Pages·1996·2.5 MB·English

by  ERIC

DOCUMENT RESUME
ED 406 300
SO 027 298
Davidson, Joan Lipson
AUTHOR
TITLE
My Block and Beyond: A Documentation of How Drawing
in Conjunction with Writing Contributes to the
Thinking Process.
PUB DATE
96
NOTE
138p.; Some material may not reproduce clearly.
PUB TYPE
Tests/Evaluation
Reports
Descriptive (141)
Instruments (160)
EDRS PRICE
MFOI/PC06 Plus Postage.
DESCRIPTORS
Art Activities; *Cognitive Processes; Critical
Thinking; *Freehand Drawing; Grade 3; Primary
Education; Problem Solving; *Productive Thinking;
Visualization; *Writing Processes
ABSTRACT
This document presents a demonstration of how drawing
affects writing, how writing affects drawing, and how both affect the
thinking process of students. The third grade students participating
in the studies were selected on the basis of their prior performance
in reading and mathematics and their identified potential for
achievement. The students created a series of drawings and writings.
These were analyzed by examining the series for evidence of change in
either the drawing or writing, indicating that the student was
thinking about the subject differently and/or experimenting with
graphic or written ways to give new form to the idea. How successful
the student was in terms of communicating the idea was determined by
comparing the work to the student's previous work and /or by the
response of the student, peers, and/or research staff. The 14 cases
chosen for presentation in this document were selected based on the
clarity of the changes in the students' drawing and/or writing over
time. Examples are provided of each student's work and writing, along
with selected excerpts from student reflective narratives. A review
of each of the cases presented in this document indicates a positive
effect of drawing upon writing and writing upon drawing. The
particular effects demonstrated by each case are described and
discussed. An appendix includes samples of the Drawing and Writing
Questionnaires and the Analysis Drawing and Writing Categories.
(MM)
***********************************************************************
Reproductions supplied by EDRS are the best that can be made
from the original document.
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O
O
t
LLOYD GARRISON ELEMENTARY SCHOOL
O
P.S. 31 BRONX
CAROL RUSSO, PRINCIPAL
4.1
HELENE CRAWFORD, ASSISTANT PRINCIPAL
block and beyond
my
A documentation of
how drawing in conjunction with writing
contributes to the thinking process.
JOAN DAVIDSON, ART TEACHER and AUTHOR
FEDERATION OF TEACHERS
PRESIDENT/CHAIRPERSON, THE NEW YORK CITY ART TEACHERS ASSOCIATION/UNITED
JUNE, 1996
PERMISSION TO REPRODUCE AND
DISSEMINATE THIS MATERIAL
HAS BEEN GRANTED BY
Li pSc.-T UogL
c.'r\
-"stAn
k)I
Copyright 01996 by Joan Lipson Davidson
All rights reserved.
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
X
This document has been reproduced as
received from the person or organization
53-Ir COPY AVAILABLE
originating it.
Minor changes have been made to
improve reproduction quality.
Points of view or opinions stated in this
document do not necessarily represent
2
official OERI position or policy.
JOAN DAVIDSON
219 West 81 Street
New York, New York 10024
[phone]
[phone]
Summer: Tyne Road, Becket, Ma. 01223
June 24, 1996
Gilbert Clark, Director
ERIC Clearinghouse on Art Education
Indiana University
Social Studies Development Center
2805 East 10th Street
Suite 120
Bloomington, Indiana 47408-2698
Dear Mr. Clark,
REPRODUCTION RELEASE FORM
I give ERIC the right to reproduce this information for others.
fr6d/W9-1A-1
IC/
JOAN DAVIDSON, AUTHOR
3
WILLIAM LLOYD
GARRISON
ELEMENTARY
SCHOOL
P.S. 31
BRONX
CAROL RUSSO,
PRINCIPAL
HELENE CRAWFORD,
ASSISTANT PRINC!DAL
-THIRD
GRADE
ARTISTS
& WRITERS
ANIL
CARISSE
DOROTHY
JANET
JENNIFER
LANISE
MADAI
MADALYN
MAURICE
MIKAEL
PAUL
PAULINE
RICHARD
TAHIRA
my
block and
beyond
A documentation of
how drawing in conjunction
with writing
contributes to the thinking
process.
JOAN DAVIDSON, ART TEACHER and AUTHOR
4
1996
June
,
ABOUT THE AUTHOR
Joan Lipson Davidson is currently teaching art at William Lloyd Garrison Elementary
School in the South Bronx (P.S. 31). She retired as a Supervisor in August, 1995.
For the
past 33 years, she has taught Art on all levels (21 years at I.S. 44 Manhattan). She served as
Director of Wadleigh Arts High School (Harlem) from February 1993-June '93.
Beginning
September 1987-1995 she was the Assistant Principal, Art at several NYC high schools: John
Adams (Queens), John Dewey, Franklin Delano Roosevelt and New Utrecht High School High
School (Brooklyn). In 1990 she received the New York State Art Educator of the Year Award.
She is serving her 15th year as President/Chairperson of the New York City Art Teachers
Association/United Federation of Teachers and is currently coordinating her10th NYCATA/UFT
city wide Art Education conference.
She is a Past President of the New York State Art Teachers
Association. (1990-91).
During the past three years she served on both the State Education Department's and the
Chancellor's committee to develop Curriculum Frameworks and assessment activities for the
Visual Arts. She has been awarded numerous grants for school related curriculum development
and research. She has initiated and presented numerous staff development workshops at
national, state, and city wide conferences and museums.
Since 1988 she has produced and hosted NEW VENTURES, a series of 4 Manhattan Cable TV
shows, aired in February, which focuses on the Arts.
A Ph .D Nominee in the field of Fine Arts and Art Education at New York University, she
received her masters degree in this field from Columbia Teachers College and an Advanced
Certificate in the field of Administration and Supervision from the City College of New York.
Her publications include: "From Experienced Teacher To Professional Educator: A Personal
Experience", Experienced Teachers Handbook, An Impact II Publication, p.48. (1993); "A
Management by Objectives Analysis of a CLub Program in a New York City Intermediate School",
ERIC 215 pages. (May, 1981) and "THE PAST IS NOW", Esso Silangan (Philippine Magazine)
Article jointly written and illustrated by my drawings and drawings I collected from children
while living with a mountain tribe in the Philippines. (November, 1967)
Her award winning lively batik, acrylic, watercolor and oil paintings have gained recognition
throughout the country in one-woman and group museum and gallery exhibitions.
5
NEW YORK
THE STATE OF LEARNING
NL\
122:::
= _\.VERSI-Y
THE STATE EDUCATION DEPARTMENT
(518) 4745932
Room 681, EBA
Curriculum and Instruction
July 1, 1996
Ms. Joan Davidson
Tyne Road
Becket, MA
01223
Dear Ms. Davidson:
the
and
1996
letter dated June
for your
24,
Thank you
The
Mills.
My Block and Beyond to Commissioner
publication,
letter.
Commissioner has requested that I respond 'to your
Learning
New York State is implementing
As you are aware,
The publication
Standards in every discipline for all children.
Visual Arts and
focuses upon interdisciplinary learning in the
This is very timely and helpful as we begin
English Language Arts.
learning
the
across
interdisciplinary connections
to develop
standards.
for
Congratulations to you and your third grade students
which contributes
documenting an outstanding and thoughtful process
Lloyd Garrison Elementary
to our vision on how students learn.
for supporting your
School-P.S. 31 in the Bronx is to be commended
of a quality
The third grade students are the benefactors
project.
and
You have modeled how the Visual Arts
educational program.
be linked together
English Language Arts Learning Standards can
practices.
through interdisciplinary learning and assessment
like to share the
With your permission, the Department would
continue our
publication My Block and Beyond with educators as we
learning and assessment.
work on developing exemplary examples of
Roeder E. Hyndman, Associate
Visual Arts and Dance Education
BEST COPY AVAILABLE
6
TABLE OF CONTENTS
page
TABLE OF CONTENTS
INTRODUCTION
1
THE PERFORMANCE ASSESSMENT DESIGN
2
EDUCATIONAL IMPLICATIONS
3
I
STUDENT ART WORK and WRITING
4-7
ANIL
I
8-14
CARISSE
15-20
DOROTHY
I
21-26
JANET
27-31
JENNIFER
32-36
LANISE
I
37-42
MADAI
43-51
MADALYN
I
52-55
MAURICE
56-60
MIKAEL
61-66
PAUL
I
67-75
PAULINE
76-81
RICHARD
I
82-89
TAHIRA
AN ANALYIS OF THE SEQUENCE OF DRAWINGS AND WRITING
I
90-98
CREATED BY THIRD GRADE STUDENTS OVER THREE MONTHS
I
99-113
STUDENT REFLECTION
99-100
AN INTERVIEW WITH CARISSE (a third grade student)
AN INTERVIEW WITH MADALYN (a third grade student)
101
ISTUDENT REFLECTION QUESTIONNAIRE A:
102-106
SUMMARY OF RESPONSES
7
TABLE OF CONTENTS (continued)
STUDENT REFLECTION QUESTIONNAIRE B:
107 -111
SUMMARY OF RESPONSES
112 -113
TEACHERS NOTES TO STUDENTS by Joan Davidson
114-118
CURRICULUM
APPENDIX
iii
DRAWINGS
EDUCATIONAL IMPLICATIONS OF CHILDREN'S
By Viktor Lowenfeld and W. Lambert Brittain
iv-vii
SCHEMATIC STAGE
THE ACHIEVEMENT OF A FORM CONCEPT: THE
By Viktor Lowenfeld and W. Lambert Brittain
viii
and PERFORMANCE INDICATORS
THE NEW YORK STATE VISUAL ART STANDARDS
ix-x
DRAWING & WRITING REFLECTION QUESTIONNAIRE A
xi-xii
B
DRAWING & WRITING REFLECTION QUESTIONNAIRE
xiii
ANALYSIS DRAWING AND WRITING CATEGORIES
ii
8
INTRODUCTION
Dear Reader,
and how
THE PURPOSE of this document is to demonstrate how drawing affects writing
of students.
writing affects drawing and how both affect the thinking process
members of a
THE STUDENT ARTISTS whose work appears in this document are
New York City public school in
third grade "Elementary Special Progress" program at P.S. 31, a
the basis of their prior
the south Bronx. The students were selected for the ESP program on
for achievement. It is
performance in reading and mathematics and their identified potential
distinguished themselves as "image
important to note that more than half of the students who
selected for this document based
makers" were not in the top reading group of the class. Work was
drawing and/or writing over time.
on the clarity of the changes in the student's
THE STUDENT WORK IS ORGANIZED AS FOLLOWS:
for easy
-Miniature versions of one student's images and writing on one or two pages
comparison
This
reduced 65% along with the writing appropriate to the image.
- Original drawings
in each of the
version gives the reader an opportunity to see the details included
drawings and demonstrates the thinking of the student.
writing and peer writing about their work and their writing about
- All of one student's
the students in terms of
another student's work. This is to clarify the thinking process of
their writing.
Principal
MANY THANKS ID Carol Fata, Classroom Teacher, Helene Crawford, Assistant
of this study.
and Carol Russo, Principal, for their interest, support and encouragement
Sinc rely,
Joan Davidson
Art Teacher, P.S. 31 Bronx
President/Chairperson,
Teachers
New York City Art Teachers Association/United Federation of
1
9
ASSESSMENT DESIGN
THE PERFORMANCE
could invent, acquire and/or develop
GOAL: To expand the thinking of students so that they
ideas.
graphic and written techniques to communicate their
necessitates students to do
HYPOTHESIS: Since drawing done in conjunction with writing
of drawings and writing, such as those
something with their knowledge, the creation of a series
method to assess student's thinking and
included here, and an analysis of them would provide a
of doing the drawing and writing and the
It was further hypothesized that the activity
learning.
would motivate students to do their very best.
process of relating the two modes of expression
STANDARDS were used as a
THE NEW YORK STATE AND CITY VISUAL ART
performance indicators.
framework for the design along with their corresponding
of drawing and writing, student
ASSESSMENT TOOLS and EVIDENCE includes the series
interviews with small groups and individual students.
responses on reflection questionnaires and
of drawings and writing were analyzed
In addition to these performance activities the series
them as a unit, changes were visible.
holistically by the author. Simply by looking at or reading
revealed the thinking and concerns of
However, in-depth examination using specific categories,
The drawing categories used are based on
students as well as their graphic and writing techniques.
Brittainl, experts in the study of the
those identified by Victor Lowenfeld and Lambert
drawing, as welt as on research for my
developmental graphic characteristics seen in children's
Observed in the Drawings of Children
doctoral study, "A Comparison of the Graphic Characteristics
the Philippines) Compared with the
from a Non-Technological Society (a mountain tribe in
junior high school in New York City).
Drawings of Children from a Technological Society (a public
Gravest. A change in one the categories
The writing categories are based on work by Donald
and/or experimenting with graphic or
indicates the student is thinking about the subject differently
the student is in terms of communicating the
written ways to give form to the idea. How successful
previous work and/or by the response of
idea is determined by comparing the work to the student's
the student, peers and/or staff.
GROWTH, Fourth edition, The Macmillan
Victor Lowenfeld and W. Lambert Brittain, CREATIVE AND MENTAL
1
Concept: The Schematic Stage, Seven to
Company, New York, 1966, pages 138-163. "The Achievement of a Form
Nine Years"
Educational Books, Portsmouth, New
2
Donald Graves, WRITING: TEACHERS & CHILDREN AT WORK, Heinemann
Hampshire, 1983
2
10