′The text is clear and accessible and gives a fascinating overview of how drawing can help children to learn and understand the thinking of others...It is highly recommended for all students and practitioners interested in understanding more about how children express their ideas and theories about the world′ - Early Years Update ′This book is an invaluable resource for anyone who recognises the potential of ′drawing′ as an essential element for developing thinking and learning in the Primary Classroom...and a ′must read′ for those who are sceptical!....This is a fascinating read that invokes a variety of feelings including a sense of wonder and curiosity about the many facets of drawing, which leaves you with a thirst to try out more and explore ways of releasing the untapped potential of ′drawing′ in your own classroom′ - thinkingclassroom.co.uk Children use drawing as a means through which they create, develop, communicate and record their thoughts and ideas. Whether it′s to play, or to express feelings and meaning, drawing enables them to learn about the world, explore their imaginations, and to invent and present new ideas. With an extensive background in teaching and researching children′s uses of drawing, Gill Hope describes the ways in which multiple forms of drawing are used by Primary school children. She explains why it should be actively promoted as a means of supporting thinking and learning across a wide range of subject areas, and provides practical support for teachers. Demonstrating the importance of drawing, and combining a thematic approach with practical guidance, this informative and enjoyable book: - widens teachers′ understanding of the multiple uses of drawing; - shows how children can be guided to use it to support thinking and learning; - explores the range of applications in which drawing can be used across all areas of the curriculum; - looks to the future and at the ever increasing importance of graphic literacy. Providing a fresh insight into the uses of drawing as a powerful tool which supports children′s thinking and learning, this book will be of interest to everyone involved in the development of children′s capabilities, including teachers, student teachers and teaching assistants.

This comprehensive Handbook illustrates the wide range of approaches to teaching and learning social research methods in the classroom, online, in the field and in informal contexts. Bringing together contributors from varied disciplines and nations, it represents a landmark in the development of pedagogical culture for social research methods.

Packed full of practical ideas, Teaching Design and Technology Creatively is a stimulating source of guidance for busy trainee and practising teachers. Grounded in the latest research, it offers a wealth of suggestions to foster creative development in D&T and supports teachers in providing their students with more authentic, enjoyable experiences. Providing a wealth of ready-to-use ideas for creative lessons, key topics covered include: Understanding links between D&T and creativity Creating a foundation for D&T in the early years Using objects, books and real-life contexts as imaginative starting points Developing designerly thinking Making the most of construction kits Helping children draw to develop their ideas Encouraging dialogic talk in D&T to drive learning Exploring food as a creative resource Practical approaches to embedding IT and programming in the curriculum Taking learning outside the classroom. Teaching Design and Technology Creatively provides practical teaching suggestions to ensure teachers of all levels understand how to teach for creativity. It shows how learning experiences in D&T have the potential to extend children’s technological knowledge, and to promote problem-solving and evaluation skills. Drawing on examples from real-world projects, this text is invaluable for all those who wish to engage students in D&T and encourage creative classroom practice.

At the heart of this book is an emphasis on helping children to learn about themselves, their world and their relationships, through drawing. It also shows how teachers can use drawing as an in road into art, language, literacy, and other aspects of the curriculum; how children can improve their writing through drawing, concentrating on draftsmanship, the lines of letters, words and sentences; and how children can improve the quality of their drawing; with four basic rules that have been proven to raise standards throughout school. Based on case studies of children from six to eleven years of age, this passionately written book draws inspiration from Leonardo da Vinci's sketchbooks and from Nigerian art to show how children can learn more effectively through the medium of drawing.

Drawings are everywhere. Daubed on ancient cave walls and projected on screens. Drawings helps us describe science, depict emotions and discover. Yet many of us laid aside drawing - or more simply, mark-making - in childhood, thereby losing a rich and varied way to tell our stories.

Drawing as Language: Celebrating the Work of Bob Steele is a Festschrift in honour of Bob Steele, Professor Emeritus, artist, educator and tireless advocate for bringing authentic aesthetic lived experiences to young children. Bob Steele’s prolific contribution to the field of visual arts education recognizes the importance of drawing for everyone, but especially with young children. As an artist-teacher-researcher Bob has devoted decades to developing understandings of drawing as language. He is a progressive thinker with commitment and passion, and through a lifetime of work has provoked serious engagement with children’s drawing processes: how children learn through drawing, through authentic experiences with their sensory world, and through their intense engagement with stories. In this unique collection we have invited educators and scholars whose work represents the ongoing influence of the ideas and teachings of Bob Steele: what he has brought to the field of art education, early childhood studies, and curriculum studies in general. It traces the history and development of his ideas. The reader is taken through his journey as a young educator in rural Saskatchewan, Canada to significant moments in his teaching and his work. The voices of the contributors offer an insightful alternative into how drawing need not be limited to a particular discipline but can be language of communication; a language that significantly matters in the daily lives and learning not just only for children, but for those who also work with them. We hope this Festschrift inspires you to think about the drawings of children differently and take your understanding to a new level.

Based on research, and grounded in experience, this book offers a view into the minds and hearts of people who draw. With technology at our fingertips that allows us to record and share what we see within moments, drawing seems a remarkably slow and difficult way to make an image. And yet, drawing from observation continues to be practiced by professional and amateur artists, a situation that invites the question: What does observation drawing mean in the lives of those who practice it? The central chapters of the book explicate the structures of the lived experience of drawing, weaving phenomenological reflections into a narrative about the author drawing her sister on a train. With lively accounts of drawing from hobbyists, art students, contemporary and historical artists, Montgomery-Whicher considers how the act of drawing shapes place, time, the body and relationships with the world and with others. She addresses many facets of drawing, including the connection between drawing and thinking, the range of emotions felt when drawing a person and the experience of digital drawing. Montgomery-Whicher concludes that observation drawing warrants a place in general education as well as in the education of artists. She argues that drawing will continue to thrive because it is a human practice that deepens and enriches our humanity by giving us access to keener perception, greater understanding, empathy and wonder. This book will be of interest to anyone who has ever wondered about the appeal of drawing, including professional and amateur artists, philosophers, and educators.

Through the use of case studies and more than 150 illustrations of patient artwork, this book summarizes findings of cognitive development and art therapy practices.

Children’s picturebooks are the very first books we encounter and play a major role in introducing us to both art and language. But what does it take to create a successful picturebook for children? This revised edition of a bestselling title carries invaluable insight into a highly productive, dynamic sector of the publishing world. Featuring interviews with leading illustrators and publishers from across the world, it remains essential reading for students and aspiring children’s book illustrators and writers.

Inquiry-guided learning (IGL) refers to an array of classroom practices that promote student learning through guided and, increasingly independent investigation of complex questions and problems. Rather than teaching the results of others’ investigations, which students learn passively, instructors assist students in mastering and learning through the process of active investigation itself. IGL develops critical thinking, independent inquiry, students’ responsibility for their own learning and intellectual growth and maturity.The 1999 Boyer Commission Report emphasized the importance of establishing "a firm grounding in inquiry-based learning and communication of information and ideas". While this approach capitalizes on one of the key strengths of research universities, the expertise of its faculty in research, it is one that can be fruitfully adopted throughout higher education.North Carolina State University is at the forefront of the development and implementation of IGL both at the course level and as part of a successful faculty-led process of reform of undergraduate education in a complex research institution.This book documents and explores NCSU’s IGL initiative from a variety of perspectives: how faculty arrived at their current understanding of inquiry-guided learning and how they have interpreted it at various levels -- the individual course, the major, the college, the university-wide program, and the undergraduate curriculum as a whole. The contributors show how IGL has been dovetailed with other complementary efforts and programs, and how they have assessed its impact. The book is divided into four parts, the first briefly summarizing the history of the initiative. Part Two, the largest section, describes how various instructors, departments, and colleges in a range of disciplines have interpreted inquiry-guided learning. It provides examples from disciplines as varied as ecology, engineering, foreign language learning, history, music, microbiology, physics and psychology. It also outlines the potential for even broader dissemination of inquiry-guided learning in the undergraduate curriculum as a whole. Part Three describes two inquiry-guided learning programs for first year students and the interesting ways in which NCSU’s university-wide writing and speaking program and growing service learning program support inquiry-guided learning. Part Four documents how the institution has supported instructors (and how they have supported themselves) as well as the methods used to assess the impact of inquiry-guided learning on students, faculty, and the institution as a whole.The book has been written with three audiences in mind: instructors who want to use inquiry-guided learning in their classrooms, faculty developers considering supporting comparable efforts on their campuses, and administrators interested in managing similar undergraduate reform efforts. It will also appeal to instructors of courses in the administration of higher education who are looking for relevant case studies of reform. While this is a model successfully implemented at a research university, it is one that is relevant for all institutions of higher education.