Observation and Drawing: a Justification for their Inclusion in the Primary School Curriculum
1984; Wiley; Volume: 3; Issue: 2 Linguagem: Inglês
10.1111/j.1476-8070.1984.tb00114.x
ISSN1468-5949
Autores Tópico(s)Art Education and Development
ResumoJournal of Art & Design EducationVolume 3, Issue 2 p. 191-202 Observation and Drawing: a Justification for their Inclusion in the Primary School Curriculum ANDREW COATES, ANDREW COATES ANDREW COATES is Senior Lecturer in Art and Design at Westhill College, Birmingham, England, and received his art education at Batley Art School and Birmingham Polytechnic. He has exhibited his paintings, constructions, and photography throughout the North and Midlands of England. At present he is developing a programme of research which examines primary school children's verbal and visual responses to observed stimuli, and the kinds of language which may be used to assist their observations, and enable them to make more ‘successful’ drawings.Search for more papers by this author ANDREW COATES, ANDREW COATES ANDREW COATES is Senior Lecturer in Art and Design at Westhill College, Birmingham, England, and received his art education at Batley Art School and Birmingham Polytechnic. He has exhibited his paintings, constructions, and photography throughout the North and Midlands of England. At present he is developing a programme of research which examines primary school children's verbal and visual responses to observed stimuli, and the kinds of language which may be used to assist their observations, and enable them to make more ‘successful’ drawings.Search for more papers by this author First published: June 1984 https://doi.org/10.1111/j.1476-8070.1984.tb00114.xCitations: 4AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Notes and references 1 Sully, James (1895) ‘ The Young Draughtsman’ in Studies of Childhood, Longmans and Green and Co, London , pp. 397– 398. 2 Department of Education and Science. Teaching in Schools: The Content of Initial Training, HMSO, p. 9. 3 Spencer, Herbert (1878) ‘Education’ in MacDonald, Stuart (1970), The History and Philosophy of Art Education, University of London Press Ltd, p. 321. 4 The History and Philosophy of Art Education. p. 323. 5 Viola, Wilhelm (1942) Child Art. University of London Press Ltd, Second Edition, 1944, p. 12. 6 Child Art. p. 32. 7 Richardson, Marion (1948) Art and the Child. University of London Press, Fourth Edition, 1957, pp. 14– 15. 8 Art and the Child. p. 60. 9 Littlejohns, J. (1928) ‘Art in Schools’, in MacDonald, Stuart, op. cit., p. 345. 10 Eccott, Rosalind & Arthur (1935) Teaching Creative Art in Schools. Evans Brothers Ltd, London , Thirteenth Impression, 1969, p. 8. 11 Department of Education and Science (1967) Children and their Primary Schools, Volume 1. Report (Plowden), HMSO, London , p. 248. 12 Ministry of Education (1959) Primary Education. HMSO, p. 228. 13 Ministry of Education (1946) Pamphlet No. 6, Art Education, HMSO, p. 11. (Rosalind and Arthur Eccott, op. cit. p. 5, stress that up to the age of twelve ‘the problem is how to help the child to the fullest expression within the limits of this natural stage of development’). 14 Stolnitz, Jerome (1960) Aesthetics and Philosophy of Art Criticism, Houghton Mifflin Co., Boston , p. 34. 15 Department of Education and Science (1978) Art in Junior Education, HMSO, London , pp. 7– 9. 16 Sheehan, Andrew (1983) ‘ Identifying Pond Creatures’ in Educational Computing, March 1983, pp. 28– 29. Citing Literature Volume3, Issue2June 1984Pages 191-202 ReferencesRelatedInformation
Referência(s)