Drama and Drawing for Narrative Writing in Primary Grades

Moore, Blaine H.; Caldwell, Helen

doi:10.1080/00220671.1993.9941173

Cited by 38 publications

(19 citation statements)

References 7 publications

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“…A fairly consistent assertion throughout the applied literature is that drawing activities positively influence students' affective processes (Biller, 1994;Constantino, 1986;Moore and Caldwell, 1993). Specifically, drawing is credited with stimulating interest in target content (Ernst, 1997c), increasing levels of involvement with this content (Johnson, 1988;McConnell, 1993), and engaging learners in higher-order thinking (Britton and Wandersee, 1997).…”

Section: Drawing Improves Student Affectmentioning

confidence: 99%

“…Unlike the other articles cited in this section, Moore and Caldwell (1993) also collected data to compare the efficacy of drawing to other prewriting strategies. Over a period of 15 weeks, the quality of written products for students using the drawing strategy, drama, or a more traditional write-and-revise strategy was compared.…”

Section: Drawing Facilitates the Writing Processesmentioning

confidence: 99%

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The Promise and Practice of Learner-Generated Drawing: Literature Review and Synthesis

Meter

Garner²

2005

Educ Psychol Rev

319

239

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This article explores learner-generated drawing, a strategy in which learners construct representative illustrations in support of learning goals. Both applied and empirical literature is reviewed with the purpose of stimulating research on this strategy. Clear from this review is the gap that exists between prescriptive readings on learner-generated drawing and research-based understandings. To make sense of inconsistent empirical evidence, the research review is organized around a series of hypotheses grounded in current underA hallmark of sophisticated, expert-like performance is the ability to think flexibly and to transfer knowledge across contexts. In part, this process is reliant on an underlying cognitive structure in which knowledge is integrated across varying representations (de Jong and Ferguson-Hessler, 1986;Silver, 1979) 286Van Meter and Garner (Van Someren et al., 1998). When a student can translate a data table to a linear function (Haverty et al., 2000) or use illustrated text to solve transfer problems (Mayer and Sims, 1994), that student is assessed as functioning at a higher level relative to a student who struggles with these activities. As critical as integration is, learners have a difficult time working with more than one format and integrating verbal and nonverbal representations of complex content (e.g., Scanlon, 1998;Tabachneck-Schiif and Simon, 1998). Given both the value and challenge of this process, strategies that facilitate the integration of different representations, particularly those that cross modalities, have great potential for improving student learning. Learner-generated drawing is one such strategy because drawing involves the construction of an internal, nonverbal representation that is mapped onto elements of the alternative, provided representation. The purpose of this article is to make the case that learner-generated drawing is a strategy that warrants thorough, systematic study.Although learner-generated drawing received some attention in the mid to late 1970s, research interest dried up by the mid 1980s. We believe the loss of interest is partially attributable to inconsistent findings and a body of research which, on balance, is rather disappointing. Along with the obvious value briefly stated above, there are two additional reasons for renewing interest in learner-generated drawing. First, an abundance of prescriptive publications available to classroom teachers tout learnergenerated drawing as a strategy that can meet a number of educational objectives. This is true despite a lack of evidence to support most applications. It is not that these prescriptions are necessarily wrong; rather, the research evidence addressing drawing as a learning process is inconsistent, silent, or qualifying. To highlight the distance between research and practice, the review section of this article begins with an overview of the applied literature before synthesizing the empirical research. We hope the juxtaposition of an array of implementations against scant research evidence ...

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Section: Drawing Improves Student Affectmentioning

confidence: 99%

Section: Drawing Facilitates the Writing Processesmentioning

confidence: 99%

The Promise and Practice of Learner-Generated Drawing: Literature Review and Synthesis

Meter

Garner²

2005

Educ Psychol Rev

319

239

View full text Add to dashboard Cite

show abstract

“…Prewriting, it is argued, assists students with their writing and should occupy a larger share of the classroom writing time (Annarella, 2000;Chiste & O'Shea, 1990;Moore & Caldwell, 1993). In prewriting, three subprocesses occur recursively.…”

Section: Prewritingmentioning

confidence: 99%

“…LaRoche (1993) states that before moving efficiently through the writing stages, students must feel skilled in the foundation level, the prewriting stage. According to Moore and Caldwell (1993), good writing is preceded by good thinking. They cite Moffett's notion that writing represents a distillation of thoughts that have surfeced during a time of focusing upon internal schema.…”

Section: Prewritingmentioning

confidence: 99%

“…Neelands (1993) adds, "if children are engaged in the expressive aspects of drama, the writing that accompanies the drama -writing that grows out of and.. .is engendered by drama -may possess the same characteristics and qualities of expression" (p. 11). Moore and Caldwell (1993) speak further on using drama to assist students with the writing process by referring to Scardamalia and Bereiter's (1987) problem-solving model of composition planning. In this model, they distinguish between abstract planning, inner speech, and rehearsal.…”

Section: Creative Drama and The Challenges O F Writingmentioning

confidence: 99%

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