Unique ways of seeing: Five children’s approaches to observational drawing
International Art in Early Childhood Research Journal
This paper considers the drawing responses of five young children (aged between five and six) when invited to observe a hippeastrum plant. The drawing activity began with a brief verbal introduction, after which the children could complete their drawings however they liked. The drawing process was observed and recorded by running record and the analysis of the data (i.e., observation notes, drawings, research conversation transcripts) was made using an interpretive lens, guided by socio-‐ cultural theories. I found that although each child ‘‘observed’’ the same plant, their drawings -‐ and their drawing processes-‐had unique features reflecting their individual identities. Additionally, despite the small sample size, some gender and age differences were also notable. The data presented here are part of a larger study looking at the communicative potential of young children’s drawings in a Reception/Year One class in a rural school in the South West of England (Hall, 2010).
No 1, 2014