Using Drawings and Collages as Data Generation Methods With Children

Mayaba, Nokhanyo; Wood, Lesley

doi:10.1177/1609406915621407

Cited by 22 publications

(15 citation statements)

References 48 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The collage process works very well with the participants; pictures in their collages became a catalyst to trigger more questions, and seek more clarity in order to provide a collective rather than an individual view (Simmons & Daley, 2013). The advantage use of collage in generating data was; it is an age appropriated method for the participating learners involved in this study to enable them fully contributed their ideas (Mayaba & Wood, 2015). Collages created space for teachers and learners to share their collages, which resonates with the theoretical underpinnings of the study, and includes the view that every individual has potential, abilities, or assets (Ebersöhn & Eloff, 2006).…”

Section: Data Generation and Proceduresmentioning

confidence: 94%

Improving The well-being of learners with visual impairments in rural Lesotho schools: an asset-based approach

Ramatea

Khanare

2021

International Journal of Qualitative Studies on Health and Well

View full text Add to dashboard Cite

Purpose: The scarcity of resources, especially in Lesotho rural schools, obstruct the holistic well-being of learners with visual impairments (LVIs). Moreover, the voices of LVIs are often missing about the use of resources to improve their well-being. The study explored an assetbased approach for the improvement of LVIs' well-being in Lesotho. Method: Twenty-eight participants, including six teachers, four learners with and four learners without visual impairments, from two rural primary schools in Lesotho, were purposively chosen. Focus group discussions and collages were employed to generate data. The data were then analyzed thematically. Results: Involving LVIs in the decision-making, building positive relationships within the school, collaboration with parents and school leaders were provided as 'enabling assets' to improve the well-being of learners. Findings also revealed the constraints on LVIs' holistic well-being, such as, lack of management of the existing resources, shortage of qualified teachers, and inadequate teaching resources. These were consistent with those identified in the literature, highlighting the asset-based complexity approach in rural schools. Conclusions: While the asset-based approach is virtuous, it may not be sufficient if the existing assets are not adequately managed. Therefore, were argue for the critical use of the asset-based approach towards improving the well-being of LVIs.

show abstract

Section: Data Generation and Proceduresmentioning

confidence: 94%

Improving The well-being of learners with visual impairments in rural Lesotho schools: an asset-based approach

Ramatea

Khanare

2021

International Journal of Qualitative Studies on Health and Well

View full text Add to dashboard Cite

show abstract

“…All of the above-mentioned studies did not use drawings as a single research method, but to supplement written or verbal discussions with children. This is because any interpretation of drawings that lacks input from the artists themselves generally results in great misunderstandings, since it is not always clear what the drawings represent and they are therefore interpreted according to individual expectations and cultural background (Nomakhwezi Mayaba and Wood, 2015; Smørholm and Simonsen, 2017), and also because the method in itself looks for children’s expertise in their own experiences and perspectives (Hall, 2015). On the other hand, a verbal or written account often allows for a form of triangulation with the data illustrated in the drawing, confronting what is real with what is not, and what was intended with what appears to be there.…”

Section: Creative Art-based Methods and Drawingsmentioning

confidence: 99%

Fierce flames: Evoking wildfire disaster emotions through children’s drawings

Ribeiro

Silva

2021

Global Studies of Childhood

View full text Add to dashboard Cite

In the aftermath of catastrophes, art based participatory research has proven to be a useful tool for evoking emotions and knowledge in affected children, as well as for informing risk education and recovery psychology practices. Framed by disaster risk reduction and environmental philosophy, this article analyses a sample of drawings produced by schoolchildren aged 6–10 years old affected by the wildfires of October 2017 in the central inland region of Portugal, obtained using a ‘draw and write’ technique. The children’s narratives expressed concerns for their own safety and that of others, as well as concern for ecological damage. Emotional distress was also reported. The verbal statements accompanying the drawings helped the children to express their narratives carefully, allowing them to become active participants in their own process of thinking about the phenomena. We argue that children’s drawings constitute a valuable methodology to access children’s experiences after a disaster, as their visual richness reaches more than humans worlds. We recommend training for professionals, age-appropriate levels of informational support and a children’s disaster intervention model.

show abstract

“…Our use of drawings in this research followed the draw-and-write technique as described by Nomakhwezi Mayaba and Wood (2015). We asked the children to make a drawing of the wildfire event and then write a small text explaining it.…”

Section: Methodology Of This Studymentioning

confidence: 99%

Drawing on fire: children’s knowledge and needs after a wildfire disaster in Portugal

Ribeiro

Silva²

2019

Children's Geographies

View full text Add to dashboard Cite

There is growing international concern about the impact of natural hazards and disasters on children and young people. However, very little research has explored children's views of their wildfire experiences. Using creative methods with two groups of primary school children from an inland area, this qualitative study examines Portuguese children's experiences of a wildfire disaster that affected their community in 2017. An inductive qualitative approach was used to explore the children's interpretations of this particular event. The children reported high levels of exposure to the wildfire, either directly (in confronting the actual fire) or indirectly (by observing its impact on nature and their community). The implications of these findings are considered in relation to children's roles in wildfire risk reduction and response.

show abstract

Using Drawings and Collages as Data Generation Methods With Children

Cited by 22 publications

References 48 publications

Improving The well-being of learners with visual impairments in rural Lesotho schools: an asset-based approach

Improving The well-being of learners with visual impairments in rural Lesotho schools: an asset-based approach

Fierce flames: Evoking wildfire disaster emotions through children’s drawings

Drawing on fire: children’s knowledge and needs after a wildfire disaster in Portugal

Contact Info

Product

Resources

About