This article explores how art activities like drawing and painting encourage spontaneous learning processes in young children. Seven works by first-graders (children aged 56 years old) are analysed in terms of efforts they made to assimilate symbols such as letters, numbers and other
non-art elements, into the drawing process. Their unconventional use of grammatical and numerical symbols is explained as an innate strategy for making sense of the new and the unknown. Displacing them from their original fields of knowledge and using them in the context of an action plan
enabled greater control. In conclusion, this article stresses the importance of art as a subject that encourages and promotes a self-initiated multimodal learning process that integrates early schooling experience.
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Document Type: Research Article
Athens University, Greece.
Publication date: 2006-11-27
More about this publication?
The International Journal of Education through Art is an English language journal that promotes relationships between art and education. The term 'art education' should be taken to include art, craft and design education. Each issue, published three times a year within a single volume, consists of peer-reviewed articles mainly in the form of research reports and critical essays, but may also include exhibition reviews and image-text features.
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