Drawing on education: using drawings to document schooling and support change

In this article the authors summarize a decade of work using student drawings as a way to both document and change education and schooling. After a brief summary of more than one hundred years of literature on children' s drawings, the authors point out that drawings have been little recognized...

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Bibliographic Details
Published in:Harvard educational review 2004, Vol.74 (3), p.241-272
Main Authors: Haney, Walt, Russell, Michael, Bebell, Damian
Format: Article
Language:English
Subjects:
Active Learning
Alternative Assessment
Bildungsforschung
Change Agents
Children
Childrens Art
Construct Validity
Documentation
Dokumentation
Education history
Education policy
Education reform
Educational Change
Educational Policy
Educational Practices
Educational Research
Educational sciences
Elementary school students
Erziehungsmittel
Freehand Drawing
Holistic Approach
Kind
Kinderzeichnung
Learning
Learning Processes
Lehrmittel
Reliability
Student Attitudes
Student Surveys
Teachers
Teaching methods
Theories, epistemology
Trend Analysis
Urban Schools
USA
Use Studies
Validity
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Summary:In this article the authors summarize a decade of work using student drawings as a way to both document and change education and schooling. After a brief summary of more than one hundred years of literature on children' s drawings, the authors point out that drawings have been little recognized as a medium of educational research in recent decades. Next they explain how the work reported here has evolved, recounting how they have used student drawings as a way to document educational phenomena. They then present reliability and validity evidence to support such use on a macro level. The authors go on to relate examples at the micro level of how drawings have been used to inform and change education and learning. Finally, they argue that student drawings, though only one form of inquiry, help illustrate the fundamental point that, if educational reforms are to succeed, we must treat teachers and students not just as the objects, but also as the agents, of reform and improvement. (DIPF/orig.).
ISSN:0017-8055
1943-5045
DOI:10.17763/haer.74.3.w0817u84w7452011