An Intriguing Link between Drawing and Play with Toys

Swann, Annette C.

doi:10.1080/00094056.2009.10523086

Cited by 4 publications

(2 citation statements)

References 8 publications

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“…Visual arts offer rich opportunities to observe creative collaboration in action with young children. Swann (2009), for instance, described how incorporating toys and large paper into the drawing activities of preschool children encouraged them to share the drawing space, play collaboratively, and co-construct meaning. Other studies have demonstrated how drawing in the presence of peers can encourage children to learn from each other and develop shared symbol systems that can be adapted to different art-making contexts (Frisch, 2006;Laroche, 2015;Pinto, Gamanossi, & Cameron, 2011).…”

Section: Group Art-making As a Form Of Creative Social Playmentioning

confidence: 99%

“…Although visual arts can encompass a myriad of media and forms, we focus on drawing because of its familiarity for young children. Familiar materials and objects are enticing for children during play because of associations with previous experience and because they can readily express themselves using materials they already know how to use (Smirnova, 2011;Swann, 2009). Thus, we anticipated that drawing would allow the children in this study to share meaning and enter into creative collaboration more easily than with other artistic media.…”

Section: Group Art-making As a Form Of Creative Social Playmentioning

confidence: 99%

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Creative Collaboration in Young Children’s Playful Group Drawing

Kukkonen

Chang‐Kredl²,

Bolden

2019

Journal of Creative Behavior

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Collaborations that lead to creative outputs occur within different group contexts and with diverse populations, including young children. Two cases of collaborative drawing are presented in this article to consider how young children engage in creative collaboration by negotiating meaning with others through openended group drawing. We conceptualize group drawing as a form of social play where children can advance personal creative abilities through interactions and shared understandings with others. The two cases derive from a study that examined young children's group play through drawing. A preschool class of 16 children (aged 4-5) was observed during free play over eight 1-hour sessions. Children were free to come and go as they pleased from an art station consisting of large drawing surfaces and a variety of drawing materials. Findings from the two selected cases suggest the development of shared meaning supports creative collaboration in group drawing situations, as children use a variety of verbal and non-verbal strategies to communicate their ideas. Implications are offered for early childhood educators and environments seeking to promote creative collaboration.

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Section: Group Art-making As a Form Of Creative Social Playmentioning

confidence: 99%

Section: Group Art-making As a Form Of Creative Social Playmentioning

confidence: 99%

Creative Collaboration in Young Children’s Playful Group Drawing

Kukkonen

Chang‐Kredl²,

Bolden

2019

Journal of Creative Behavior

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Art and Transformation: Embodied Action in a First-Grade Art Class

Hartjen¹

2012

Art Education

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Drawing as Social Play: Shared Meaning‐Making in Young Children's Collective Drawing Activities

Kukkonen¹,

Chang‐Kredl²

2017

Int J Art Design Ed

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The ability to construct shared meaning with peers is important for young children's social and linguistic development. Previous studies have mainly focused on shared meaning‐making within cooperative pretend play with little mention of other childhood activities that might promote intersubjectivity. This study investigated the group play that occurs within young children's open‐ended drawing activities and how this encourages the development of shared meaning. One preschool class of 4–5 year‐old children was observed over eight 1 hour free play sessions. During each session, the children were presented with a variety of drawing materials and large drawing surfaces. No restrictions were placed on the number of children that could participate, or the subject matter of the drawings. The findings support the notion that group drawing can be understood through theories of socio‐dramatic play. The children initiated and maintained shared meaning through the use of common knowledge, and applied various verbal and non‐verbal communication strategies to advance the joint theme. This study supports the integration of open‐ended drawing activities in early childhood environments.

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An Intriguing Link between Drawing and Play with Toys

Cited by 4 publications

References 8 publications

Creative Collaboration in Young Children’s Playful Group Drawing

Creative Collaboration in Young Children’s Playful Group Drawing

Art and Transformation: Embodied Action in a First-Grade Art Class

Drawing as Social Play: Shared Meaning‐Making in Young Children's Collective Drawing Activities

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