"Children draw before they can write. Drawing is a child's first experience using marks to capture thoughts on a page." -- Maureen Reilly
The above quote comes from the instructor of a course I took on teaching art at Brookdale Community College. This idea changed the way that I teach art to children and formed the basic idea behind "Dress for Mess," a library based process-centered art program. Since drawing is the most basic form of visual art, and has the most obvious links to writing, I have focused on the explaining how the early stages of drawing connect with later writing and how adults can enrich the experience. In "Dress for Mess," the librarian facilitates the adults' interaction with their children as well as striving to connect in a meaningful way with each child participant at least once during each class session.
Three Early Stages of Drawing:
Stage One--Scribbling without story
Stage Two--Scribbling followed by story
Stage Three--Story and drawing are an interactive experience
In Stage One, the Child:
is caught up in the process of drawing. Children scribble for the purpose of making marks and do not attempt to attach meaning or story to their marks.
In Stage One, the Adult:
must be the one to provide language. Adults talk with children about their finished drawings and often narrate the child's actions during the drawing process as well. The ideal adult commentary uses a positive tone to comment directly on what the adult observes. For example, "You've made lots of dots and lines!" or "Round and round and round goes your hand and makes round circles on the paper!" The adult pauses when speaking to give the child time to respond and expands on any comments the child makes. For example, the child says, "Fridge!" and the adult responds, "Yes, we'll hang that picture on the refrigerator. You worked very hard while you were drawing those dots and lines!"
Adult talk in Stage One Enriches the Child's Experience By:
***Helping the child make the connection between marks on the page and language
***Validating the importance of making marks
***Giving the child vocabulary s\he will generate in later stages
In Stage Two, the Child:
Does not have a specific plan in mind when s\he sits down to draw, but does label finished drawings. These labels are sometimes expanded into brief stories, especially when the child's attempts at description receive positive support from important adults. The completed drawings look like "scribble scrabble" to an objective observer, but the child is convinced the drawings do resemble his\her descriptions.
In Stage Two, the Adult:
Asks the child to "tell me about your picture." Sometimes helps child clarify and\or expand his\her original labels by asking relevant questions. Sometimes affirms the child's label by explicitly pointing out something in the drawing that is similar to the child's description. (For example, the child says, "I drew a rainbow!" and the adult responds, "I see you made lots of curvy lines just like the rainbow at the end of our color book.") Sometimes offers to write the child's verbal description\story on the back of the picture or on another piece of paper.
Adult talk in Stage Two Enriches the Child's Experience By:
***Validating the child's original ideas and expression
***Helping the child understand that s\her can communicate by making marks on a page (or screen)
***Giving the child feedback that helps her modify her language in a way that makes it easier for others to understand what she is thinking
***Drawing the child's attention to the form of the marks s\he makes
***Introducing the idea that there are differences between drawing and writing
In Stage Three, the Child:
Sometimes makes a plan before starting to draw. Draws and talks simultaneously. Frequently revises drawings based on the accompanying verbal description and frequently revises verbal description based on the accompanying drawing. May ask an adult to write down an accompanying dictated story or description and\or attempt to do some writing to accompany his\her picture. (The child's own attempts at writing are usually unconventional, but the child clearly differentiates his\her writing and drawing.) Often "tells about" a picture without waiting to be prompted to do so by an adult. Descriptions may sometimes be elaborate (if not completely coherent) stories with some literary language, especially when storytelling is supported by an adult. Continues to take pride in the finished product for hours or more after the drawing is completed. May "show off" work to relatives, friends, and teachers who were not present when the picture was drawn, without waiting to be prompted to do so.
In Stage Three, the Adult:
Makes it clear that s\he respects the child's abilities as an artist and storyteller. Whenever practical, encourages child to talk while creating instead of insisting on "working quietly." Practices patience while listening to child develop storytelling abilities. When asked to write down a child's words, encodes the child's exact dictation and then reads it back to the child. Supports child's writing attempts by asking child to "read" his\her words and then repeating those exact words while looking and pointing at the scribbles, shapes, or random letters the child has put down on paper. Sometimes asks what the child plans to draw before the child has the chance to make any marks on the paper. Makes explicit connections between drawing and writing while also reinforcing the child's growing awareness of the differences between writing and drawing. Encourages child to share work with those who were not present during it's creation--by showing it in person and by sending pictures electronically and through snail mail.
Adult talk in Stage Three Enriches the Child's Experience By:
***Validating the child's abilities as artist, storyteller, and writer
***Identifying drawing and writing as valuable activities
***Making a connection between effort and product
***Reinforcing the child's growing understanding of print
***Teaching the child that s\he is a developing writer
***Showing the emergent writer that she already has skills that can help with the enormous task of becoming literate
Three Early Stages of Drawing:
Stage One--Scribbling without story
Stage Two--Scribbling followed by story
Stage Three--Story and drawing are an interactive experience
In Stage One, the Child:
is caught up in the process of drawing. Children scribble for the purpose of making marks and do not attempt to attach meaning or story to their marks.
In Stage One, the Adult:
must be the one to provide language. Adults talk with children about their finished drawings and often narrate the child's actions during the drawing process as well. The ideal adult commentary uses a positive tone to comment directly on what the adult observes. For example, "You've made lots of dots and lines!" or "Round and round and round goes your hand and makes round circles on the paper!" The adult pauses when speaking to give the child time to respond and expands on any comments the child makes. For example, the child says, "Fridge!" and the adult responds, "Yes, we'll hang that picture on the refrigerator. You worked very hard while you were drawing those dots and lines!"
Adult talk in Stage One Enriches the Child's Experience By:
***Helping the child make the connection between marks on the page and language
***Validating the importance of making marks
***Giving the child vocabulary s\he will generate in later stages
In Stage Two, the Child:
Does not have a specific plan in mind when s\he sits down to draw, but does label finished drawings. These labels are sometimes expanded into brief stories, especially when the child's attempts at description receive positive support from important adults. The completed drawings look like "scribble scrabble" to an objective observer, but the child is convinced the drawings do resemble his\her descriptions.
In Stage Two, the Adult:
Asks the child to "tell me about your picture." Sometimes helps child clarify and\or expand his\her original labels by asking relevant questions. Sometimes affirms the child's label by explicitly pointing out something in the drawing that is similar to the child's description. (For example, the child says, "I drew a rainbow!" and the adult responds, "I see you made lots of curvy lines just like the rainbow at the end of our color book.") Sometimes offers to write the child's verbal description\story on the back of the picture or on another piece of paper.
Adult talk in Stage Two Enriches the Child's Experience By:
***Validating the child's original ideas and expression
***Helping the child understand that s\her can communicate by making marks on a page (or screen)
***Giving the child feedback that helps her modify her language in a way that makes it easier for others to understand what she is thinking
***Drawing the child's attention to the form of the marks s\he makes
***Introducing the idea that there are differences between drawing and writing
In Stage Three, the Child:
Sometimes makes a plan before starting to draw. Draws and talks simultaneously. Frequently revises drawings based on the accompanying verbal description and frequently revises verbal description based on the accompanying drawing. May ask an adult to write down an accompanying dictated story or description and\or attempt to do some writing to accompany his\her picture. (The child's own attempts at writing are usually unconventional, but the child clearly differentiates his\her writing and drawing.) Often "tells about" a picture without waiting to be prompted to do so by an adult. Descriptions may sometimes be elaborate (if not completely coherent) stories with some literary language, especially when storytelling is supported by an adult. Continues to take pride in the finished product for hours or more after the drawing is completed. May "show off" work to relatives, friends, and teachers who were not present when the picture was drawn, without waiting to be prompted to do so.
In Stage Three, the Adult:
Makes it clear that s\he respects the child's abilities as an artist and storyteller. Whenever practical, encourages child to talk while creating instead of insisting on "working quietly." Practices patience while listening to child develop storytelling abilities. When asked to write down a child's words, encodes the child's exact dictation and then reads it back to the child. Supports child's writing attempts by asking child to "read" his\her words and then repeating those exact words while looking and pointing at the scribbles, shapes, or random letters the child has put down on paper. Sometimes asks what the child plans to draw before the child has the chance to make any marks on the paper. Makes explicit connections between drawing and writing while also reinforcing the child's growing awareness of the differences between writing and drawing. Encourages child to share work with those who were not present during it's creation--by showing it in person and by sending pictures electronically and through snail mail.
Adult talk in Stage Three Enriches the Child's Experience By:
***Validating the child's abilities as artist, storyteller, and writer
***Identifying drawing and writing as valuable activities
***Making a connection between effort and product
***Reinforcing the child's growing understanding of print
***Teaching the child that s\he is a developing writer
***Showing the emergent writer that she already has skills that can help with the enormous task of becoming literate