Abstract
As Bob Steele (1998, 2011) insists, drawing is a language and should have a significant place in children’s lives. It engages children in expressive, emotional, imaginative, and intellectual ways. It is an important cognitive and affective process, a rich means of storytelling, and for young children, a valuable way of making sense of the world. Through drawing, one can express what cannot be adequately put into words.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsPreview
Unable to display preview. Download preview PDF.
References
Berger, J. (2011). Bento’s sketchbook: How does the impulse to draw something begin? New York, NY: Pantheon Books.
Brooks, M. (2005). Drawing as a unique mental development tool for young children: Interpersonal and intrapersonal dialogues. Contemporary Issues in Early Childhood, 6(1), 80–91.
Eisner, E. W. (2002). The arts and the creation of mind. New Haven, CT: Yale University Press.
Giamminuti, S. (2013). Dancing with Reggio Emilia. Mt. Victoria, NSW, Australia: Pademelon Press.
Hoyuelos, A. (2013). The ethics of Loris Malaguzzi’s philosophy and pedagogical work (R. Pisano, Trans.). Reykjavik: Isalda. (Original work published 2004)
Kentridge, W. (2014). Six drawing lessons. Cambridge, MA: Harvard University Press.
Lowenfeld, V., & Brittain, W. L. (1987). Creative and mental growth (8th ed.). New York, NY: Macmillan.
McNiff, S (2003). Creating with others: The practice of imagination in life, art, and the workplace. Boston, MA: Shambhala Publications, Inc.
New, R. S. (2007). Children’s ART as symbolic language: Action, representation and transformation. Visual Arts Research, 33(2), 49–62.
Oliver, M. (1994). A poetry handbook. San Diego, CA: Harcourt Brace & Co.
Reggio Children. (1996/2005). The hundred languages of children: Narratives of the possible. Reggio Emilia, Italy: Reggio Children Publications.
Rodari, G. (1996). Grammar of fantasy: An introduction to the art of inventing stories (J. Zipes, Trans.). New York, NY: Teachers and Writers Collaborative. (Original work published 1973)
Steele, B. (1998). Draw me a story: An illustrated exploration of drawing-as-language. Winnipeg, Manitoba: Peguis.
Steele, B. (2011). The drawing path for children. Vancouver, BC: Drawing Network Publications.
Sunday, K. E. (2015). Relational making: Re/imagining theories of child art. Studies in Art Education, 56(3), 228–240.
Thompson, C. M. (2009). Mira! Looking, listening, and lingering in research with children. Visual Arts Research, 35(1), 24–34.
Thompson, C. M. (2015). Prosthetic imaginings and pedagogies of early childhood art. Qualitative Inquiry, 2(6), 554–561.
van Manen, M. (2002). The tone of teaching. London, Ontario: Althouse Press.
Vecchi, V., & Ruozzi, M. (Eds.). (2015). Mosaic of marks, words, materials. Reggio Emilia, Italy: Reggio Children Publications.
Walsh, D. J. (1993). Art as socially constructed narrative: Implications for early childhood education. Arts Education Policy Review, 94(6), 18–23.
Wilson, B. (2007). Art, visual culture and child/adult collaborative images: Recognizing the other-than. Visual Arts Research, 33(Special), 6–20.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2017 Sense Publishers
About this chapter
Cite this chapter
Kind, S., Lee, C. (2017). Moon Bear and the Night Butterfly. In: Binder, M.J., Kind, S. (eds) Drawing as Language: Celebrating the Work of Bob Steele. Transdisciplinary Studies. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-980-5_8
Download citation
DOI: https://doi.org/10.1007/978-94-6300-980-5_8
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6300-980-5
eBook Packages: EducationEducation (R0)