Envisioning Writing: Toward and Integration of Drawing and Writing / Edition 1

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Overview

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.

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Editorial Reviews

From the Publisher
“A rich trove of material on helping children who think and learn visually.”–Arts ; Activities
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Product Details

  • ISBN-13: 9780435087005
  • Publisher: Heinemann
  • Publication date: 5/18/1992
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 176
  • Age range: 5 - 10 Years
  • Product dimensions: 7.40 (w) x 9.30 (h) x 0.40 (d)

Meet the Author

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.
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Table of Contents

Acknowledgments
Introduction to the Problem: Visual Or Verbal Learner? 1
Pt. 1 Toward a New Methodology: Envisioning Writing and Educational Practice
Ch. 1 The Art-Education Program 11
A New Methodology 12
Summary 40
Ch. 2 The Language-Arts Program 43
Verbal Learners and Learning 45
One Informs the Other 51
Benefits of Visual-Narrative Drawing for Students and Teachers 69
Language-Arts Teachers Don't Have to Be "Good Artists" 73
Evaluating Students: What to Look For 74
Evaluation Strategies 76
Teaching Strategies and Suggested Activities 96
Ch. 3 The Special-Education Program 111
Becoming Informed 115
Pt. 2 Theoretical Implications for Visual and Verbal Learners
Ch. 4 Historical Grounds for Teaching Writing Through Visual and Verbal Modes of Expression 127
The Historical Development of Writing and Its Relation to Children 128
Eighteenth- and Nineteenth-Century Theories and Practices: Rousseau, Froebel, Alcott 134
Implications for Contemporary Practice 144
Ch. 5 Review of Current Educational Practices Affecting Visual and Verbal Learners 147
The Art-Education Program 149
The Language-Arts Program 151
The Special-Education Program for the Learning Disabled 154
Conclusion 155
Bibliography 157
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