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ERIC Number: EJ1216031
Record Type: Journal
Publication Date: 2019
Pages: 17
Abstractor: As Provided
ISSN: ISSN-0039-3541
Drawing, Bodies, and Difference: Heterocorporeal Dialogs and Other Intra-Actions in Children's Classroom Drawing
Rech Penn, Leslie
Studies in Art Education: A Journal of Issues and Research in Art Education, v60 n2 p103-119 2019
In the current climate of state-mandated education standards and assessment that prioritize math and language arts in U.S. schools, drawing, an accessible and/or pleasurable endeavor for a wide variety of children, is undervalued. Although research in art education over the past four decades has shown children's drawing and drawings to be rich sites of imaginative, sociocultural, performative, relational, and intra-active learning, encounters with drawing continue to be marginalized in elementary education settings as coloring, busy work, and/or copying. In an 8-month-long case study on children's drawing and drawings in a kindergarten writer's workshop, I focused on intra-actions involving material, discursive, and emergent events through which children, drawing, and discourses were mutually enacted. The purpose of this article is to draw attention to nuances in children's classroom drawing in order to cultivate dialog between art educators, early childhood educators, and language and literacy educators, among others.
Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Kindergarten; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A