Drawing as Thinking
This Drawing as Thinking series has been developed in response to an online conversation with Debi Keyte-Hartland. Each module in this five-part series invites educators to re-visit their assumptions and beliefs about children’s drawing, and to apply their insights uniquely to their work with young children.
In Drawing as Thinking Module 1, we begin with questions. What is drawing? What are the implications of understanding art as a separate subject, skill, activity, or pastime?
Our responses to these questions can profoundly impact the drawing materials, tools, environments, strategies, and experiences we offer children in our programs and classrooms.
In Module 1 of this series, we critically consider:
- How educators’ beliefs and assumptions about drawing are evident in the invitations we offer children, and in our responses to their drawings.
- The perspective that drawing is a language.
Debi Keyte-Hartland is an early years expert and TedX speaker with over 25 years of experience working across the United Kingdom in schools and with educational organizations. She has worked internationally with schools in China, Singapore, Brazil, Switzerland, Norway, Senegal, and Sweden.
This module includes:
- Icebreaker activity
- Three video presentations
- Three reflective activities for individual and/or group refection
- ‘No Way The Hundred is There’ poem by Loris Malaguzzi
- Additional information, resources, and sources for further study
- Certificate of participation
- Lifetime access
All reflective activities and supplementary materials in this module are downloadable.
How much time does this module take?
This module offers 60-75 minutes of professional learning.
Modules may be shared with educators in a single time block or broken into smaller time chunks to guide professional learning over time. Modules may also be offered using a hybrid approach (e.g., videos and initial reflections accessed online individually at times convenient to each participant; then discussed in synchronous time as a group in-person or online.)
The amount of professional learning time will depend on variables set by individuals and/or facilitator:
- Whether all or only some of the components of this module are accessed and discussed in synchronous time with others.
- The amount of reflection time the facilitator allows in large or small group discussions.
- Whether none, some, or all the additional resources in the supplementary materials are accessed.
- The number of participants who engage in this professional learning together in synchronous time.
- Packages are copyrighted by Inspired to Learn.
- The purchase of each Community of Learning Module entitles the purchaser to use the material for in-person educational gatherings within their organization and reproduce worksheets for distribution
- eCourse material may not be redistributed electronically.
- For online learning cohorts, each participant must create an account and purchase individual access to the eCourse material.
- Discount coupon codes and bulk purchase plans are available for groups of 5 or greater by submitting an inquiry to email@example.com.
- Business-for-profit use is prohibited.
Thank you to Debi Keyte-Hartland for sharing your insights on children's drawings as a language. I loved drawing as a child and I often think of it as an adult. However, my own assumptions and judgements about my doodles have prevented me from allowing my inner child out again. I will pick up my coloured pencils and allow my senses to be free and communicate my feelings and emotions.