Educational influences on drawing development and the use of drawing in an educational context

The role that education can play in drawing development has been examined across a range of cultures. The practical application of drawing in the classroom to aid children’s learning and cognitive development has also been examined (Adoniou, 2012; Chang 2012; Gross, Hayne & Drury, 2009). Drawings have been shown to help children’s recall of information as well as helping them to understand complex concepts.

The articles listed below focus on the influence of education on children’s drawings and the value of using drawing within the educational context.

Adoniou, M. (2012). Drawing to support writing development in English language learners. Language and Education, DOI: 10.1080/09500782.2012.704047
Bleiker, C. A. (1999). The development of self through art: A case for early art education. Art Education, 52 (3), 48-53.
Bonoti, F., Misailidi, P., & Gregoriou, F. (2003). Graphic indicators of pedagogic style in Greek children's drawings. Perceptual and motor skills, 97 (1), 195-205.
Bowker, R. (2007). Children’s perceptions and learning about tropical rainforests: An analysis of their drawings. Environmental Education Research, 13 (1), 75-96.
Brouillette, L. (2009). How the arts help children to create healthy social scripts: Exploring the perceptions of elementary teachers. Arts Education Policy Review, 111 (1), 16-24.
Burkitt, E., Barrett, M., & Davis, A. (2005). Drawings of emotionally characterised figures by children from different educational backgrounds. International Journal of Art & Design Education, 24 (1), 71-83.
Burkitt, E., Jolley, R.P., & Rose, S.E. (2010). The attitudes and practices that shape children’s drawing experiences at home and at school. International Journal of Art and Design Education, 29, 257-270.
Cainey, J., Bowker, R., Humphrey, L., & Murray, N. (2012). Assessing informal learning in an aquarium using pre-and post-visit drawings. Educational Research and Evaluation, 18 (3), 265-281.
Chang, N. (2012). What are the roles that children’s drawings play in inquiry of science concepts? Early Child Development and Care, 182 (5), 621-637.
Cox, M. V., & Rowlands, A. (2000). The effect of three different educational approaches on children’s drawing ability: Steiner, Montessori and traditional. The British Journal of Educational Psychology, 70, 485–03.
Davis, J. (1997). Drawing's demise: U-shaped development in graphic symbolization. Studies in Art Education, 38 (3), 132-157.
Edens, K. M., & Potter, E. (2003). Using descriptive drawings as a conceptual change strategy in elementary science. School Science and Mathematics, 103 (3), 135-144.
Edwards, B. (1992). Drawing on the right side of the brain. London: Souvenir Press
Gross, J., Hayne, H., & Drury, T. (2009). Drawing facilitates children’s reports of factual and narrative information: Implications for educational contexts. Applied Cognitive Psychology, 23, 953-971.
Hall, E. (2009). Mixed messages: The role and value of drawing in early education. International Journal of Early Years Education, 17 (3), 179-190.
Hallam, J., Gupta, M. D., & Lee, H. (2011). Shaping children's artwork in English primary classes: insights from teacher–child interaction during art activities. International Journal of Early Years Education, 19, 193-205.
Hallam, J. L., Lee, H. A., & Das Gupta, M. (2012). Multiple interpretations of child art–the importance of context and perspective. Psychology of Aesthetics, Creativity, and the Arts, 6 (2), 185.
Hallam, J., Lee, H., & Gupta, P. M. D. (2011). Painting dinosaurs: how a reception class context shapes children’s opportunities for creative expression. In Faulkner, D., & Coates, E. (Eds.) Exploring Children's Creative Narratives, 111 – 131. Routledge.
Harrison, L. J., Clarke, L., & Ungerer, J. A. (2007). Children's drawings provide a new perspective on teacher–child relationship quality and school adjustment. Early Childhood Research Quarterly, 22 (1), 55-71.
Hopperstad, M. H. (2008). Relationships between children’s drawing and accompanying peer interaction in teacher-initiated drawing. International Journal of Early Years Education, 16 (2), 133-150.
Hopperstad, M. H. (2008). How children make meaning through drawing and play. Visual Communication, 7 (1), 77-96.
İlkörücü-Göçmençelebi, Ş., & Tapan, M. S. (2010). Analyzing students’ conceptualization through their drawings. Procedia-Social and Behavioral Sciences, 2 (2), 2681-2684.
Kostenius, C., & Öhrling, K. (2008). ‘Friendship is like an extra parachute’: reflections on the way schoolchildren share their lived experiences of well‐being through drawings. Reflective Practice, 9 (1), 23-35.
Lambert, B. E. (2007). Cognitive schemes and scripts: Research evidence from children's drawings. New Zealand Research in Early Childhood Education, 10, 69.
Leopold, C., & Leutner, D. (2012). Science text comprehension: Drawing, main idea selection, and summarizing as learning strategies. Learning and Instruction, 22 (1), 16-26.
Papandreou, M., & Terzi, M. (2011). Exploring children’s ideas about natural phenomena in kindergarten classes: designing and evaluating" eliciting activities". Review of Science, Mathematics and ICT Education, 5 (2), 27-47.
Pariser, D., & Berg, A. V. D. (2001). Teaching art versus teaching taste: What art teachers can learn from looking at a cross-cultural evaluation of children's art. Poetics, 29 (6), 331-350.
Rich, R. Z., & Blake, S. (1994). Using pictures to assist in comprehension and recall. Intervention in School and Clinic, 29 (5), 271-275.
Ring, K. (2006). Supporting young children drawing: Developing a role. International Journal of Education Through Art, 2 (3), 195-209.
Rose, S. E., Jolley, R. P., & Charman, A. (2012). An investigation of the expressive and representational drawing development in National Curriculum, Steiner, and Montessori schools. Psychology of Aesthetics, Creativity, and the Arts, 6 (1), 83-95.
Solomon, C. (2012). Accessing Children’s Beliefs about Mathematics Through their Drawings. In Kaur, B (Ed). Understanding teaching and learning: Classroom research revisited, 145-158. Sense Publishers.
Steffani, S., & Selvester, P. M. (2009). The Relationship of Drawing, Writing, Literacy and Math in Kindergarten Children. Reading Horizons, 49 (2), 4 – 16.
Van Meter, P., & Garner, J. (2005). The promise and practice of learner-generated drawing: Literature review and synthesis. Educational Psychology Review, 17 (4), 285-325.
Walker, K. (2008). Review of Research: Children and Their Purple Crayons: Understanding Their Worlds through Their Drawings. Childhood Education, 84 (2), 96-96.
Wang, L. C., Yang, H. M., Tasi, H. J., & Chan, S. Y. (2013). Learner-generated drawing for phonological and orthographic dyslexic readers. Research in Developmental Disabilities, 34 (1), 228-233.
Wood, E., & Hall, E. (2011). Drawings as spaces for intellectual play. International Journal of Early Years Education, 19, 267-281.