Drawing facilitates children's reports of factual and narrative information: implications for educational contexts

Abstract

In the present study, we examined the effect of drawing on children's reports of an educational event. Five-and 6-year-old children visited a local museum and were interviewed either 1-2 days or 7 months later. After each delay, half of the children were asked to tell about what they had learned during their visit to the museum and the other half were given the opportunity to draw while telling. All children were also given a standard comprehension test, covering material that the museum staff considered to be most relevant to the visit. When tested after a short delay, children who drew while talking reported more factual and more narrative information than children who did not draw. When tested after a long delay, drawing only enhanced children's reports of narrative information. After both delays, children's verbal descriptions of the event exceeded their scores on the comprehension test. These data have important practical implications for the educational value of museum visits and suggest a new method of assessing children's learning in educational contexts.

Drawings as memory aids: Optimising the drawing method to facilitate young children's recall

“…Furthermore, the child can be unobtrusively questioned about the drawing by the interviewer (e.g., "tell me more about this"). Indeed, even simple facilitative utterances provided by the interviewer (e.g., 'uh huh', 'really', repeating the child's own words) have been shown not only to be more frequent in a drawing recall condition (Salmon, Roncolato & Gleitzman, 2003;Wesson & Salmon, 2001), but also found to have a positive significant link with the amount children recall (Gross, Hayne & Drury, 2009). An example of a non-specific recall facilitator of the draw-and-tell method is interview duration.…”

Expressive Art to Facilitate the Development of the Occupational Profile: A Scoping Review

“…A majority of the research published on the use of expressive art has been conducted on children and young adults under 20 years of age (Gross et al, 2009;Kato & Morita, 2010;Katz & Hershkowitz, 2010;Lev-Wiesel & Liraz, 2007;Patterson & Hayne, 2011;Veltman & Browne, 2002;Wesson & Salmon, 2001;Woolford et al, 2015). Most studies focus on clients who have experienced abuse or trauma or who are living with mental illness (Cardinale et al, 2014;Gunnarsson & Eklund, 2009;Katz & Hershkowitz, 2010;Lev-Wiesel & Liraz, 2007;Veltman & Browne, 2002;Woolford et al, 2015).…”

“…This newfound focus on the therapeutic benefits of expressive art has mainly been studied in mental health, pediatric, and occasionally geriatric settings for clients living with chronic illness or who are survivors of abuse (Cardinale, Malacari, Broggi, Savignano, & Fisher, 2014;Gross, Hayne, & Drury, 2009;Gunnarsson & Eklund, 2009;Kato & Morita, 2010;Katz & Hershkowitz, 2010;Lev-Wiesel & Liraz, 2007;Patterson & Hayne, 2011;Perruzza & Kinsella, 2010;Symons et al, 2011;Veltman & Browne, 2002;Wesson & Salmon, 2001;Woolford, Patterson, Macleod, Hobbs, & Hayne, 2015). An interesting theory involves the idea that art employs visual thinking or imagery, thus engaging the client on a deeper symbolic level, which facilitates verbal expression (Christiansen, 1999;Gunnarsson & Eklund, 2009;Lev-Wiesel & Liraz, 2007).…”

“…The articles included in the current study were of various design: There were five quantitative studies (Gross et al, 2009;Gunnarsson & Eklund, 2009;Kato & Morita, 2010;Lev-Wiesel & Liraz, 2007;Patterson & Hayne, 2011), one qualitative study (Symons et al, 2011), four mixed-method studies (Cardinale et al, 2014;Katz & Hershkowitz, 2010;Wesson & Salmon, 2001;Woolford et al, 2015), and two systematic reviews (Perruzza & Kinsella, 2010;Veltman & Browne, 2002). There has been a regeneration of research on the use of expressive art in recent years, and recognition of the value and role of art in occupational therapy interventions will likely lead to more research in the future.…”

Ζωγραφική: Η Τέχνη Στα Εκπαιδευτικά Προγράμματα Του Μουσείου Παιδείας (Πανεπιστημίου Αθηνών)

“…Ο ξφινο ηνπο επεθηείλεηαη πιένλ θαη ζηε ζχλδεζή ηνπο κε ηελ εθπαίδεπζε.Πέξα απφ ηελ απφιαπζε θαη ηνλ ελζνπζηαζκφ πνπ απνθηνχλ ηα παηδηά, είλαη πνιχ ζεκαληηθφ (Gross, 2009) λα εμεηάδεηαη ηη καζαίλνπλ ψζηε λα πξνζδηνξίδεηαη θαη ε εθπαηδεπηηθή αμία ησλ κνπζεηαθψλ επηζθέςεσλ. Έλαο ηξφπνο λα εξεπλεζεί απηφ είλαη κέζσ ηεο δσγξαθηθήο δξαζηεξηφηεηαο, ε νπνία φπσο απνδείρηεθε απνδίδεη πνιχ ζεκαληηθά δεδνκέλα γηα ηε κνπζεηαθή κάζεζε.…”