Learning to Draw and Drawing to Learn     

Angela Anning 《The International Journal of Art & Design Education》1999,18(2):163-172

Young children enter formal schooling with a repertoire of modes of representation with which they try to make sense of the world – drawing, modelling, role play, storying, emergent literacy and numeracy. In drawing they use mark making for kinesthetic pleasure and later learn to repeat patterns and shapes intentionally. From these repeated marks they begin to explore the potential of drawings to represent what they know. A parallel set of drawing strategies with an explicit communicative function develop through social relationships at home or in pre-school/care settings. Children observe and mimic modes of representation and absorb the semiotics modelled by adults or older children in the community/culture[s] in which they are reared. On entering formal school, the messages children receive from the culture of classrooms is that the modes of representation that are valued are the formal symbolic modes of literacy and numeracy whereas teachers perceive drawing as useful for occupational or recreational purposes. Ironically, as children are cultured into ‘academic’ achievements, they lose out on opportunities to engage in alternative modes of representation/symbolic systems, which may offer opportunities for cognitive challenge at higher levels. Thus, whilst pushing children to perform ‘academically’ in the early stages of schooling, we underestimate them ‘intellectually’. At elementary school level children’s mark-making is shaped into a ‘catch-all’, narrative/representational style of drawing across all subjects. Children often elect to explore their own personal, culturally specific ways of drawing outside school as ‘home art’. In school their capabilities in using alternative modes of representation as tools for learning wither away.  相似文献   

Marginalized discourses and pedagogies: Constructively confronting science for all     

Angela Calabrese Barton  Margery D. Osborne 《科学教学研究杂志》1998,35(4):339-340

  相似文献   

Perpetuation of Whiteness Ideologies in U.S. College Student Discourse     

Angela L. Putman 《Journal of Intercultural Communication Research》2017,46(6):497-517

Utilizing discourse from college students who participated in a three-day seminar on systemic racism, intersectionality, and white privilege, this study examines and critiques ideologies within college students’ discourse that are foundational to whiteness. Three ideological discourses emerged before, during, and after the seminar – Liberal Pluralism, Meritocracy, and “Reverse Racism.” The discourses were analysed using Critical Discourse Analysis and findings are presented from the study that include the implications of ideological discourses that perpetuate the pervasiveness of whiteness and white privilege. The paper concludes with implications for communication scholars and educators, most specifically those who teach intercultural communication.  相似文献   

COVID-19 reinfection in the presence of neutralizing antibodies     

Ju Zhang  Nan Ding  Lili Ren  Rui Song  Danying Chen  Xuesen Zhao  Budong Chen  Junyan Han  Jiarui Li  Yangzi Song  Lin Di  Kai Han  Fengting Yu  Ruming Xie  Zhihai Chen  Wen Xie  Jingyuan Liu  Shan Cen  Yuhai Bi  Angela R Wu  Fujie Zhang  Chen Chen  Hui Zeng 《国家科学评论(英文版)》2021,8(4)

  相似文献