Envisioning Writing Toward an Integration of Drawing and Writing

ISBN-10: 0435087002
ISBN-13: 9780435087005
Edition: N/A
Authors: Janet L. Olson
List price: $33.13
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Description: Many children learn more easily and naturally by observation and image, rather than by sound and cipher. It is not at all unusual for children with high visual aptitudes to record and express their experiences and feelings in highly detailed  More...

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Book details

List price: $33.13
Publisher: Heinemann
Publication date: 5/18/1992
Binding: Paperback
Pages: 176
Size: 7.40" wide x 9.30" long x 0.40" tall
Weight: 0.726
Language: English

Many children learn more easily and naturally by observation and image, rather than by sound and cipher. It is not at all unusual for children with high visual aptitudes to record and express their experiences and feelings in highly detailed drawings; when asked to express those same feelings in words, however, they draw a blank. These children are "visual learners." In Envisioning Writing, Janet Olson articulates classroom strategies to help teachers understand these children better and thereby facilitate a higher level of learning for the visual learner. Detailing the strong similarities between the visual arts and the language arts, Olson describes how the writing skills of today's elementary students can be dramatically improved through a method called the "visual narrative approach" to writing. She sets guidelines to help teachers identify the children in their classrooms who will benefit most from this method of instruction.

Janet L. Olson is a nationally recognized authority in Art Education, having presented her research on drawing and writing at various conferences and consultations, including the National Art Education Association, the International Reading Association, the Whole Language Umbrella, and the National Council for the Teachers of English. She has taught art al all academic levels from kindergarten through graduate school, and conducts workshops for the teachers of various public school systems. She is presently Associate Professor of Art Education at the School of Fine Arts, University of Wisconsin-Milwaukee.

Acknowledgments
Introduction to the Problem: Visual Or Verbal Learner?
Toward a New Methodology: Envisioning Writing and Educational Practice
The Art-Education Program
A New Methodology
Summary
The Language-Arts Program
Verbal Learners and Learning
One Informs the Other
Benefits of Visual-Narrative Drawing for Students and Teachers
Language-Arts Teachers Don't Have to Be "Good Artists"
Evaluating Students: What to Look For
Evaluation Strategies
Teaching Strategies and Suggested Activities
The Special-Education Program
Becoming Informed
Theoretical Implications for Visual and Verbal Learners
Historical Grounds for Teaching Writing Through Visual and Verbal Modes of Expression
The Historical Development of Writing and Its Relation to Children
Eighteenth- and Nineteenth-Century Theories and Practices: Rousseau, Froebel, Alcott
Implications for Contemporary Practice
Review of Current Educational Practices Affecting Visual and Verbal Learners
The Art-Education Program
The Language-Arts Program
The Special-Education Program for the Learning Disabled
Conclusion
Bibliography

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