When children are invited to step into a relationship with an object, they begin to see, think and wonder. Their senses are captivated and their minds and hearts are engaged.
During this work of representational drawing, the children develop skills for looking closely and communicating what they see and think.
Ellen Brown, a graduate student from York University challenged us to think about what children use to help them create their next translation with materials…The original 3-D object or their 2-D representation? We noticed that this child preferred the 3-D object (the rose)…We’ll continue to explore this idea…
the petals are soft
the leaves are picky
I see red and green
there are spikes on the green stem
my dad told me there is important stuff in the stem
After observing A.H. work, we notice that as she embarks on her next drawing with water colour pencil crayons she makes reference to the 3-D object (the rose) rather than her previous 2-D representations.
Watching the process move toward colour, we see how the “drawing” becomes more about “colouring”.
A.H. was challenged to represent her thinking using another medium. This process is called transmediation. Again, she seemed more comfortable referring to the 3-D object (the rose) rather than her 2-D representations. This is something to think about…
A beautiful encounter ends with a written piece composed of feelings and wonderings. As educators we are left thinking about a couple of things. First of all, the importance of appropriate materials. Our Inquiry into representational drawing continues and our next step is to add black fine-tip markers. Their clarity of line and simple colour will call attention to shape, outline and detail rather than aesthetic beauty. Secondly, we wonder about children translating their ideas about a 3-D object to a 2-D representation and back to a 3-D representation while using different mediums. What is their reference point and why? Is it the 3-D object or do they refer to their 2-D representation? Interesting!!!!