Paradox of ‘pictorial turn’: Reconsidering the interaction between drawing and linguistic activity

Abstract

A paradox of ‘pictorial turn’ seems to be occurring, as we are struggling to cope with the gap between the wealth of visual images and our ability to handle the experience relevantly. This study aims to investigate the relationship between drawing and linguistic activities in a process of appreciating artworks, and to discuss the significance of developing one’s abilities. A longitudinal study was conducted to integrate drawing, narrative writing and short essays for four years starting in the fourth grade. There is a significant correlation among those activities, and the correlation increases as the grade advances. The interaction has facilitated the students’ development, and provided the means to be familiar with imagery recollection and observation. Most importantly, a well-functioned interaction gives them opportunities to generate flexible thinking and metaphoric cognition. In preadolescence, when drawing activity slows and linguistic activity intensifies, facilitating the interaction is significant to tackle the issue of updated competencies.