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

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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.

Keywords: art appreciation; drawing; interaction; linguistic activity; narrative writing; pictorial turn

Document Type: Research Article

Affiliations: 1: University of Tsukuba, Japan 2: Utsunomiya University, Japan

Publication date: June 1, 2018

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  • 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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