THIRTY DAYS OF DRAWING: SUGGESTIONS FOR A TRIAL PERIOD

The Drawing Network is a grassroots organization of parents, teachers, academics and administrators which for twenty years has promoted the use of spontaneous drawing as a language medium for children. Our focus is on the parents and teachers of children from age-two through middle school. We see drawing-as-language as vitally important to 1) optimum mental development  2) the acquisition of literacy and 3) a growing interest in learning in the following curriculum areas -  language arts, social studies, science education, the visual arts,  and possibly others. We see the neglect of drawing as preventing optimal emotional and intellectual health and maturity.

* Over a twenty year period I have had many communications from parents, teachers and academics that the Drawing Network approach is valid, that children love to draw, that they prefer drawing from their own mental resources to drawing from adult formulas, that drawing does help in the struggle to gain literacy, that drawing makes learning more enjoyable. My research into the meaning and emotional significance of individual drawings has taught me much about how children draw.

* I summarize this briefly: drawing, and drawing with the support of words, offers a language of depth, subtlety and complexity not possible with words alone. Drawing is a language that promotes empathy for other human beings and empathy for the environment and its denizens. Drawing is fun to use because it does not require learning difficult codes. Indeed, it is helpful in learning the challenging codes of literacy.  

* Be sure to examine the accompanying drawing. Ponder whether or not a nine-year-old could articulate its contents using words alone with the same degree of detail and organization. Every line, every shape is a graphic language unit (vocabulary). The pictorial organization of these units illustrates the synthesis of perceptions, thoughts and feelings (syntax). Is this not what we require of language?

Joe has been on a Drawing Network regimen since he was four.  (click on drawing to see full-sized version)

Perhaps the best way to convince  target groups of the validity of this approach is through a thirty-day trial period. We recommend 1) a "daily draw" regimen for all children beginning in the second year of life and 2) the integration of drawing-as-language as a companion to literacy and numeracy in subject areas where it would contribute to learning and literacy. Designing particular formats for trial periods - and there are many possibilities - is up to the parents and the professional collegiality of  principals and teachers. The suggestions offered here are in that spirit.

SUGGESTIONS:

* A district-wide trial period could be put in place to test the validity of the Drawing Network claims. The focus would be on drawing as a language medium and an aid to literacy. A report could be prepared and distributed district wide. Future plans could be based on the results.

* A single school could be recruited to design a trial period for the entire district.

* District office could spread the word about drawing as a language medium and offer help to any school willing to test with a thirty day trial period. Even one school, one classroom, one teacher would still be a worthwhile beginning.

* Districts are concerned with the educational background of the preschool children about to enter kindergarten. Drawing-as-language begins at age-two and for optimal preparation for school entrance  principal and staff might wish to promote "daily drawing" through workshops for the parents of district children. The Drawing Network distributes master copies of  "daily draw" pamphlets. These are available without charge.

Bob Steele, Associate Professor (Emeritus) UBC
3853 West 15th Ave.  Vancouver, B.C.   V6R 3A1
Email:   drawnet@telus.net