Abstract
Drawing offers a powerful mode for representing and clarifying one‘s own thinking and for communicating ideas to others. Young children instinctively use drawing in the same exploratory way that designers use sketching to ’converse with themselves‘ when generating ideas. The two distinctive traditions of drawing in Technology and Fine Art are replicated in the Design and Technology and Art and Design curricula in England and Wales. However, because we lack research evidence about (i) the processes by which children develop drawing capability and (ii) the effects of school culture and pedagogy on the development of children‘s drawing capability, teachers are confused about how to teach drawing and unsure about the role of graphicacy in promoting children‘s learning in both subjects. In this article the particular dilemmas of teaching design drawing to young children will be discussed. A research agenda for the teaching and learning of drawing in primary schools will be outlined.
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Anning , A. Drawing Out Ideas: Graphicacy and Young Children. International Journal of Technology and Design Education 7, 219–239 (1997). https://doi.org/10.1023/A:1008824921210
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DOI: https://doi.org/10.1023/A:1008824921210