Badly formed Questions or vague , very general questions: This kind of questions ,may be no answers at all,or there may be so many possible answers that the questions are not worth asking.For example a teacher in Geography lesson may ask ,"What do we find in the forests?"What the teacher is expecting is snakes.But the repond is multitude of answers such as trees,elephants ,ants,flowers, mouse,rabbits etc.Such a question is usless and hinders rather than helps learning.
Rhetorical questions:These are statements with interrogative phrase like" isn't" or "Don't you think so?" attached to the end.Such questions do not want an answer they only seek approval .They serve no purpose because there is no demand of neither knowledge nor thought from the pupils.
Post script questions:These occur when a teacher has been happily teaching without any questions and suddenly realises he ought to be asking some ,and so tags a question on to the end of his lecture.Perhaps like this."New York is the Capital of USA". "What is the Capital of USA?"Like rhetorical questions ,these require no thought .Their only test is of whether or not the children have been paying attention.
Fill in the blank questions:In their writing form these provide an acceptable kind of test knowledge because they test learning.But in their oral form they are usually a cover for the impatient or lazy teacher who will not take the trouble to formulate his questions carefully .So there come out questions like "When looked at his hands he found they were ... what?" Good questions are such that only the correct answer fit properly.
Repeated Questions: In different ways may confuse children rather than clarify ,what you are after .Children who know that you always ask a question twice soon get into the habit of attending only the second time.Do not think that ,because of the children failed to answer immediately ,they have not heard the question .If it is thought ,provoking one they will need time to think.A little urging may be all they need.
Multiple Questions:Good questions are always simply expressed .If you do not think out your questions before hand ,they tend to grow as you see the problem for different aspects or have to guard against the children getting the wrong idea.This is the kind of question that results"Which of the sons of Jacob did God appoints to be the governor of Egypt and how did he chose him,was his choice dictacted by reason or other means and ,if so how was it done?"
Unlinked Questions:When questioning is uesd as a method of teaching the questions must follow a sequence which makes the answer to the first the starting point to the next and so on.The questions are then linked like sign post directing the pupils along a definite route to a definite destination .Unlinked questions are usually the results of inexperience.They form an illogical assortment consisting of easy and difficult questions which lead no where in particular.
Limited Questions:Some teachers regard questioning as an air man who priortise the parachute for emergency only.They look upon questioning as a help only for times of difficulties as when they run dry for information and ask ,"Has anyone have any question?" They fail to see the questioning technique of teaching and so their questions are few and far from achieving objectives.
Teachers limit the number of children whom they ask questions .They limit their questions either to the children at the front of the class or to those who put up their hands to answer.You need to spread your questions well and see that they make as an interesting challenge to children and give them a sense of achievement when they are well answered.
Its not only teachers who are supposed to ask questions ,even learners can ask questions too.
In regards to questioning in the teaching and learning situation ,take note of these practical suggestions:
•Indicate whether the answer is wrong or right as it is given by a learner.
•Don't answer your own questions ,wait for pupils' answers and let them speak for themselves ,do not make the habit of repeating their answers.
•Make sure the answers are heard by the whole class .It helps if you place yourself as far as possible for those to whom you address the questions so that if you hear their answers and can be also sure that for every one is hearing what is being said anywhere in the classroom.
17 October 2010
Teaching children who are at a conventional stage with misspelling problems and some strategies the teachers can employ to help pupils to improve.
Children at conventional stage according to thoerists like Piaget,Bruner and Kolberg is generally around the ages of 9 - 12 years of age. These children are expected to already passed the pre-conventional stage and are now needed to develop phonic sounds . When writing their compositions and other language work they occassionally have misspelling problems. These problems range from pronunciation ,making verbs possessive nouns or nouns changed in verbs. They may also have problems of spelling the words with prefixes and suffixes. Long words with many letters or with double letters in it.and some of these words sound to be double letters with only a single letter.Usually pupils write these words with double letters instead of single letter or vice versa.
At conventional stage, the teacher must introduce children to a wide reading habits and the use of a dictionary to check some of the words with misspelling problems.Lets now below explore strategies the teacher can use to help children to reduce misspelling problems.
According to Temple(1986:35) spelling is arrangement of letters up into their components parts and grouping them in families according to their derivation. Dr Johnson quoted in Rowe (1980:30) says that,'spelling is combination of letters which have much effect on human happiness.'
Therefore in relation with these above authorities misspelling is the opposite of spelling which translate to improper arrangement of letters against word family combination which then produce the different or different sound to the reader.
For instance in English language spellings are purely product of different languages. Temple (1986:35)states that, English words derived from languages like latin,Greek,French and other European languages. Thereafter the English words have different sounds from letter sounds which pupils learned during their pre-conventional stages. In Zimbabwe children from Chishona dialect for instance when sounding letters use the sounds they used to in their dialect . In this case the English word with double 'ee' they pronounce 'i' that's 'meet ,succeed' they pronounce mit ,succid. These children again the words with 'ea' also sound 'i' like 'meat ,increase.'
The teacher should therefore help these children to spell these words correctly. How? The teacher can tasked children in their groups to write words which sound 'i' in letters 'ea ,ie,io,ei' .As they reportback the like (EAt ,mEAsure ,classifIEd ,liberatIOn ,thEIr ) are identified in different words.
According to Thompson (2001:46) teachers should model the process allowing students to see them writing on the charts or board. In using these media the teacher write on charts or board the words with letters like:(oBvious ,coUrse ,groUp) Pupils then clearly see the highlighted words and write them in their notebooks during the lesson.After a day or two the teacher then give them an exercise on spellings of words with silent letters.
The main emphasis is to let pupils hear the word sound and recite the spelling.In this way the teacher is familiarising pupils with words sound alike but spelt differently.(sheal and Omofuwa 1985:15) These words are called homophones.The words like (council /counsel ,meat/meet,it/eat ,ship/sheep) The teacher can group children into small groups and make use of these words in sentences. After that and series of discussions help children and can be given an exercise with blank spaces to feel with the right word according to the relevance of the sentence for example:'I --- porridge.(it/eat) John --- our visitors.(Meet/meat).The teacher can also use dictation after say out the sentence and repeat the word ,then pupils write the word repeated from the sentence.
Some children have problems of writing words like 'advise ,device,prophesy ,practise' as a noun.Rowe (1980)suggests on verbs which end with 'se' or 'sy' to end with 'ce' as a noun. After the teacher give a lesson on these words and discuss with children changing verbs into nouns. The exercise on verbs with 'se' tasked pupils to replace the suffixes 'se' with 'ce'.
There are many strategies the teacher can use which include individualisation where a child is asked to write list of own misspelt words and study independently or with classmates. In this case children outline confusing words with double letters and others without double letters.The list may comprise the words like:(accommodation,account,professional,succeed,feel).
The use of root word like 'spell ,nature,regular' In these words children can guided to use the prefixes like 'ir,mis ,un' As a language rule in spellings prefixes are added without dropping any letter ,for example 'misspelling,unnatural ,irregular 'The teacher must facilitates children to write root word and add prefix and suffix changed to antonum.The words:'like,spell,natural can be 'unlikely ,misspelling ,unnaturally'.
The strategies teachers can use are endless as the numerous of teachers around the world . Misspelling problems can easily solved by try and error experiments and the teacher can make sure that pupils are helped to solve misspelling problems.
At conventional stage, the teacher must introduce children to a wide reading habits and the use of a dictionary to check some of the words with misspelling problems.Lets now below explore strategies the teacher can use to help children to reduce misspelling problems.
According to Temple(1986:35) spelling is arrangement of letters up into their components parts and grouping them in families according to their derivation. Dr Johnson quoted in Rowe (1980:30) says that,'spelling is combination of letters which have much effect on human happiness.'
Therefore in relation with these above authorities misspelling is the opposite of spelling which translate to improper arrangement of letters against word family combination which then produce the different or different sound to the reader.
For instance in English language spellings are purely product of different languages. Temple (1986:35)states that, English words derived from languages like latin,Greek,French and other European languages. Thereafter the English words have different sounds from letter sounds which pupils learned during their pre-conventional stages. In Zimbabwe children from Chishona dialect for instance when sounding letters use the sounds they used to in their dialect . In this case the English word with double 'ee' they pronounce 'i' that's 'meet ,succeed' they pronounce mit ,succid. These children again the words with 'ea' also sound 'i' like 'meat ,increase.'
The teacher should therefore help these children to spell these words correctly. How? The teacher can tasked children in their groups to write words which sound 'i' in letters 'ea ,ie,io,ei' .As they reportback the like (EAt ,mEAsure ,classifIEd ,liberatIOn ,thEIr ) are identified in different words.
According to Thompson (2001:46) teachers should model the process allowing students to see them writing on the charts or board. In using these media the teacher write on charts or board the words with letters like:(oBvious ,coUrse ,groUp) Pupils then clearly see the highlighted words and write them in their notebooks during the lesson.After a day or two the teacher then give them an exercise on spellings of words with silent letters.
The main emphasis is to let pupils hear the word sound and recite the spelling.In this way the teacher is familiarising pupils with words sound alike but spelt differently.(sheal and Omofuwa 1985:15) These words are called homophones.The words like (council /counsel ,meat/meet,it/eat ,ship/sheep) The teacher can group children into small groups and make use of these words in sentences. After that and series of discussions help children and can be given an exercise with blank spaces to feel with the right word according to the relevance of the sentence for example:'I --- porridge.(it/eat) John --- our visitors.(Meet/meat).The teacher can also use dictation after say out the sentence and repeat the word ,then pupils write the word repeated from the sentence.
Some children have problems of writing words like 'advise ,device,prophesy ,practise' as a noun.Rowe (1980)suggests on verbs which end with 'se' or 'sy' to end with 'ce' as a noun. After the teacher give a lesson on these words and discuss with children changing verbs into nouns. The exercise on verbs with 'se' tasked pupils to replace the suffixes 'se' with 'ce'.
There are many strategies the teacher can use which include individualisation where a child is asked to write list of own misspelt words and study independently or with classmates. In this case children outline confusing words with double letters and others without double letters.The list may comprise the words like:(accommodation,account,professional,succeed,feel).
The use of root word like 'spell ,nature,regular' In these words children can guided to use the prefixes like 'ir,mis ,un' As a language rule in spellings prefixes are added without dropping any letter ,for example 'misspelling,unnatural ,irregular 'The teacher must facilitates children to write root word and add prefix and suffix changed to antonum.The words:'like,spell,natural can be 'unlikely ,misspelling ,unnaturally'.
The strategies teachers can use are endless as the numerous of teachers around the world . Misspelling problems can easily solved by try and error experiments and the teacher can make sure that pupils are helped to solve misspelling problems.
Recognising Children's Community Culture in their Education System!
The school should respects the child's parents ,cultural identity and human rights in general .All children should have relevant and meaningful education regardless of background,where they live and what language they speak.
Learning in their first language in early grades builds a vital educational foundations and boast children's confedence and self esteem.
The school must be the source of inspiration to promote acceptance and understanding of children who are different and give learners their intellectual and social tools needed to expose xenophobia ,sexism ,racism and other neglective attitudes.
The convention on the rights of the child must be viewed as a guide towards a more child centred model of teaching and learning, in which pupils are allowed to participate effectively to think and solve their problems on their own.
If for instance the children are required to sit in an overcrowed classroom and developed the needs are clearly not being fulfilled,then the teacher should an educational revolution guided by the conventions on the rights of the child.
It should have five key elements most of which interweave with each other and should be reinforced namely:Teaching and learning for life.Access ,quality and flexibility.
Gender sensitivity and girl Education.The state government as key partner and care for the young child.
Children's Rights and responsibilities:Children's rights are special case because many of the rights laid down in the conventions of the right of the child have to be provided by the adult or state,however the convention also refers to responsibilities of children in particular to respect the rights of especially their parents.
The children's reponsibility that accompany their rights are:
If every child regardless their sex ,ethnic origin ,social status ,language ,age ,nationality or religion has these rights then they have the responsibility to respect each other in human way.
If the children have a right to be protected from conflicts cruelity ,exploitation and neglect then they have also a responsibility not to bully or harm each other.
If children have the right to a clean environment they also have a responsibility to do what they can to look after their environment
If children have right to be educated then the obligation to learn as much as their capabilities allow and where possible share their knowledge and experience with others.
If all children have a right to a full life ,then they should also lend help to the needy ,the disadvantaged and victims of discrimination so that they also enjoy this right.
If children have a right to freedom of thought conscience and religion then they also have the obligation to respect others' thoughts /religious principles .There are many responsibilites as is their rights...
Learning in their first language in early grades builds a vital educational foundations and boast children's confedence and self esteem.
The school must be the source of inspiration to promote acceptance and understanding of children who are different and give learners their intellectual and social tools needed to expose xenophobia ,sexism ,racism and other neglective attitudes.
The convention on the rights of the child must be viewed as a guide towards a more child centred model of teaching and learning, in which pupils are allowed to participate effectively to think and solve their problems on their own.
If for instance the children are required to sit in an overcrowed classroom and developed the needs are clearly not being fulfilled,then the teacher should an educational revolution guided by the conventions on the rights of the child.
It should have five key elements most of which interweave with each other and should be reinforced namely:Teaching and learning for life.Access ,quality and flexibility.
Gender sensitivity and girl Education.The state government as key partner and care for the young child.
Children's Rights and responsibilities:Children's rights are special case because many of the rights laid down in the conventions of the right of the child have to be provided by the adult or state,however the convention also refers to responsibilities of children in particular to respect the rights of especially their parents.
The children's reponsibility that accompany their rights are:
If every child regardless their sex ,ethnic origin ,social status ,language ,age ,nationality or religion has these rights then they have the responsibility to respect each other in human way.
If the children have a right to be protected from conflicts cruelity ,exploitation and neglect then they have also a responsibility not to bully or harm each other.
If children have the right to a clean environment they also have a responsibility to do what they can to look after their environment
If children have right to be educated then the obligation to learn as much as their capabilities allow and where possible share their knowledge and experience with others.
If all children have a right to a full life ,then they should also lend help to the needy ,the disadvantaged and victims of discrimination so that they also enjoy this right.
If children have a right to freedom of thought conscience and religion then they also have the obligation to respect others' thoughts /religious principles .There are many responsibilites as is their rights...
The Children's Rights and the School Education!
The quality of relationships among the children and their community,school and guardians including teachers is of paramount importance.Teachers should be be facilitors and guides rather than dictactors of facts.
The school must reach out children left on the margins of education system and society, for example girls,ethnic minorities child labourers ,the poor ,the disabled ,aids orphans etc.
The conventions on the rights of the child: Adopted the General Assembly of UN on 20 November 1989 generally define the child as any human being under the age of 18 unless an earlier age of majority is recognised by country's law.
Children's rights are what children are allowed to do ,what responsible people for children have to do to make sure they are happy healthy and safe.
These are the percieved human rights of the children with particular attention to rights of special protection and care afforded to young children including their rights to association with their biological parents ,human dignity as wel as basic needs for food ,universal state paid education,health care and criminal laws appropriate for the age and development of the child.
Rights are those things whose possession is of very importance to their owners.
Convention is an agreement between countries to obey laws.
Convention on the Rights of the Child(CRC or UNCRC)
An international convention or agreement setting out the civil,political ,social and cultural rigths of children.
Nations that ractify (agree to obey) are bound to it by international law.
The compliance is monitored the UN committee on the rights of the child which is composed of members from country member states.
The governments of countries that have ractified the convention are required to report to and appear before the UN committee on the right of the child periodically to be examined on their progress with regards to the advancement of implementation of the conventions anf the status of child's rights in their country.
As of November 2009 ,194 countries have ractified the treat including every member of UN except USA and Somalia.Somalia intends to ractify it in the near future.
The conventions on the rights of children was written in 1989 and came into force in 1990.All countries of the world try to make the law work.The real work of meeting the needs of children to be done in homes,classrooms,schools,communities ,villages ,towns and cities all states around the world.
This require a huge commitments from government and from all parts of societies like teachers,youth activists,civil leaders ,government agencies ,NGOs and privatate organisations.
The convention deals with the child's specific needs and rights. Therefore it has several foundation principles that underpin all development of childern's rights.
The Foundation Principles of the Conventions
This include non discrimination ,best interests of the child ,right to survival and development views of the child.
Non discrimination (Article 2)
It means that all children have the same right to develop their potential all children in all situations and all the time everywhere.
The Best interest of the child(Article 3)
It must be a primary consideration in all actions and decisions concerning child and must be used to resolve confusion between different rights.
The Right to Survival and Development (Article 6)
It under scores the vital importance of ensuring access to basic services and to equity of opportunity for children to achieve their full development.
The views of the Child(Article 12)
It means that the voice of the children must be heard and respected in all matters concerning their rights. States that's government ,parents,schools,teachers and so many ,must promote children's active free and meaningful participation in decision making that affects them.
Children's Rights and their Implications to the School.
Its civil and political rights ,these include right to :
•a name
•nationality
•freedom of expression and association
•protection from torture and maltreatment
Economic Rights
Children should benefit from social security or social welfare.Protection from exploitation and work in all work that interferes with the child's education is not acceptable.
Social Rights
Right to health care and access to medical services.In Zimbabwe for example all children under five years go for post natal care and to local clinics and hospitals to receive free madications.Special care for handicapped and protection from sexrual exploitation.
Cultural Rights
Every child has right to:
♦education
♦recreation and leisure
♦participation in cultural activities.
♦children's language and culture should be protected ,especially minority groups.
Survival Rights
This include right to good nutrition ,access to clean water and environment which facilitates the right to survive.
Development Rights
The freedom of thought and religion ,in Zimbabwe primary schools multi-faith approach is strongly encouraged in the teaching of Religious and Moral Education (RME) and other social sciences.
The right to access information.
Protection Rights
Protection from all kinds of exploitation ,cruelity ,abuses etc.
Special protection for the handicapped ,refugees etc.
Special need education is required.
Participation Rights
The freedom of expression is a bsic human and birth right.The right to play an active role in the society ,community through association and other activities.
The school must reach out children left on the margins of education system and society, for example girls,ethnic minorities child labourers ,the poor ,the disabled ,aids orphans etc.
The conventions on the rights of the child: Adopted the General Assembly of UN on 20 November 1989 generally define the child as any human being under the age of 18 unless an earlier age of majority is recognised by country's law.
Children's rights are what children are allowed to do ,what responsible people for children have to do to make sure they are happy healthy and safe.
These are the percieved human rights of the children with particular attention to rights of special protection and care afforded to young children including their rights to association with their biological parents ,human dignity as wel as basic needs for food ,universal state paid education,health care and criminal laws appropriate for the age and development of the child.
Rights are those things whose possession is of very importance to their owners.
Convention is an agreement between countries to obey laws.
Convention on the Rights of the Child(CRC or UNCRC)
An international convention or agreement setting out the civil,political ,social and cultural rigths of children.
Nations that ractify (agree to obey) are bound to it by international law.
The compliance is monitored the UN committee on the rights of the child which is composed of members from country member states.
The governments of countries that have ractified the convention are required to report to and appear before the UN committee on the right of the child periodically to be examined on their progress with regards to the advancement of implementation of the conventions anf the status of child's rights in their country.
As of November 2009 ,194 countries have ractified the treat including every member of UN except USA and Somalia.Somalia intends to ractify it in the near future.
The conventions on the rights of children was written in 1989 and came into force in 1990.All countries of the world try to make the law work.The real work of meeting the needs of children to be done in homes,classrooms,schools,communities ,villages ,towns and cities all states around the world.
This require a huge commitments from government and from all parts of societies like teachers,youth activists,civil leaders ,government agencies ,NGOs and privatate organisations.
The convention deals with the child's specific needs and rights. Therefore it has several foundation principles that underpin all development of childern's rights.
The Foundation Principles of the Conventions
This include non discrimination ,best interests of the child ,right to survival and development views of the child.
Non discrimination (Article 2)
It means that all children have the same right to develop their potential all children in all situations and all the time everywhere.
The Best interest of the child(Article 3)
It must be a primary consideration in all actions and decisions concerning child and must be used to resolve confusion between different rights.
The Right to Survival and Development (Article 6)
It under scores the vital importance of ensuring access to basic services and to equity of opportunity for children to achieve their full development.
The views of the Child(Article 12)
It means that the voice of the children must be heard and respected in all matters concerning their rights. States that's government ,parents,schools,teachers and so many ,must promote children's active free and meaningful participation in decision making that affects them.
Children's Rights and their Implications to the School.
Its civil and political rights ,these include right to :
•a name
•nationality
•freedom of expression and association
•protection from torture and maltreatment
Economic Rights
Children should benefit from social security or social welfare.Protection from exploitation and work in all work that interferes with the child's education is not acceptable.
Social Rights
Right to health care and access to medical services.In Zimbabwe for example all children under five years go for post natal care and to local clinics and hospitals to receive free madications.Special care for handicapped and protection from sexrual exploitation.
Cultural Rights
Every child has right to:
♦education
♦recreation and leisure
♦participation in cultural activities.
♦children's language and culture should be protected ,especially minority groups.
Survival Rights
This include right to good nutrition ,access to clean water and environment which facilitates the right to survive.
Development Rights
The freedom of thought and religion ,in Zimbabwe primary schools multi-faith approach is strongly encouraged in the teaching of Religious and Moral Education (RME) and other social sciences.
The right to access information.
Protection Rights
Protection from all kinds of exploitation ,cruelity ,abuses etc.
Special protection for the handicapped ,refugees etc.
Special need education is required.
Participation Rights
The freedom of expression is a bsic human and birth right.The right to play an active role in the society ,community through association and other activities.
16 October 2010
Children can develop the creativity through drawing.
Drawing approaches can effectively help the child develop creativity ,if involved in the task that explore and use activities that promote creativity .
According to Lowenfield (1987:143) "creativity means flexibility of thinking or fluency of ideas or to see things in new relationships or to think in ways that are different from other people."
Gibson (1980:236)supports that,creativity is the ability to solve problems in innovative ways.Creative thinking plays vital role in aquiring skills whether in fine arts or any field of human activities.Therefore to improve creativity through drawing children should be guided to draw images from their past experiences ,folk stories ,make use of their memory ,heavenly things are usually stimulative and exaggerative.
Elizabeth (1990)says,"Drawing is the marks on a surface to create images."Ronald (1993) postulates that , drawing can be represented as picture lines.
This means that drawing can be made from an imagination.
When teaching drawing ,pupils should be involved in most of the proceedings .Rousseau in Barker (1988:25)asserts ,"Let the child learn nothing because you have told him,but because he has learnt it."It is important for teachers to take a guiding role and let the children learn through doing. Pupils will show their creativeness through drawing ,hence their interests aroused.
Drawing is the basis of visual art and is a direct way of explaining ideas ,recording information ,discovering and expressing something about the world.(Riddell 1982:20)Betti(1980:10)simplifies drawing as ,"Visual thinking."Both Riddle and Betti concur that drawing has something to do with the mind of the eye.Thpughts are being put into visions .People are attracted to drawings because it offers us an exciting channel for our imagination.
This is because drawings can evoke memories ,enlight feelings and it can shed light on life impulses for example love,death ,dreams and emotions(Betti 1980) .
Berejena et al (1987:59)also agree that drawing "... is an activity which should allow immediate expression of children's ideas."The idea also supported by Betti (1980:13) "Drawing helps people interprete their experiences visually ,emotionally and aesthetically."In expressing all these there is communication coming out of drawings.
Croney (1983)views drawing as an art of hollowing paper as putting lines around an idea.
This implies that therefore before one starts to draw ,one should have an imagination in mind .The idea in starting a drawing is to bind the subject being drawn with a contour line .This should be done unthinkingly and possibly connected with the difficulty of converting from writing to drawing skills.
Croney further mentions drawing as concerned with solid forms that have height ,length and breath.
Therefore the lines in drawing are put around to form visiable solids.In other words drawing is about having solidity formed from contour lines.
When teaching drawing the outside edge is as the result of the inside form,that's the contour lines must be an expression of the type of solidity that lies inside it.Before we draw we must draft the method of analysing and understanding the type of solidity that lies inside the contour lines we use.
Ronald (1993)explains that drawing is the art of representing objects or forms by lines drawn ,shaded and other means,that's picture of lines .Ronald has four types of drawings:
•Trying to represent something in front of the artist.
•Trying to depict something from memory.
•Coping something in another medium.
•Creating something entirely from imagination.
Children should be motivated enough so that they can be able to show their creativity through imaginative drawing.
According to Lowenfield (1987:143) "creativity means flexibility of thinking or fluency of ideas or to see things in new relationships or to think in ways that are different from other people."
Gibson (1980:236)supports that,creativity is the ability to solve problems in innovative ways.Creative thinking plays vital role in aquiring skills whether in fine arts or any field of human activities.Therefore to improve creativity through drawing children should be guided to draw images from their past experiences ,folk stories ,make use of their memory ,heavenly things are usually stimulative and exaggerative.
Elizabeth (1990)says,"Drawing is the marks on a surface to create images."Ronald (1993) postulates that , drawing can be represented as picture lines.
This means that drawing can be made from an imagination.
When teaching drawing ,pupils should be involved in most of the proceedings .Rousseau in Barker (1988:25)asserts ,"Let the child learn nothing because you have told him,but because he has learnt it."It is important for teachers to take a guiding role and let the children learn through doing. Pupils will show their creativeness through drawing ,hence their interests aroused.
Drawing is the basis of visual art and is a direct way of explaining ideas ,recording information ,discovering and expressing something about the world.(Riddell 1982:20)Betti(1980:10)simplifies drawing as ,"Visual thinking."Both Riddle and Betti concur that drawing has something to do with the mind of the eye.Thpughts are being put into visions .People are attracted to drawings because it offers us an exciting channel for our imagination.
This is because drawings can evoke memories ,enlight feelings and it can shed light on life impulses for example love,death ,dreams and emotions(Betti 1980) .
Berejena et al (1987:59)also agree that drawing "... is an activity which should allow immediate expression of children's ideas."The idea also supported by Betti (1980:13) "Drawing helps people interprete their experiences visually ,emotionally and aesthetically."In expressing all these there is communication coming out of drawings.
Croney (1983)views drawing as an art of hollowing paper as putting lines around an idea.
This implies that therefore before one starts to draw ,one should have an imagination in mind .The idea in starting a drawing is to bind the subject being drawn with a contour line .This should be done unthinkingly and possibly connected with the difficulty of converting from writing to drawing skills.
Croney further mentions drawing as concerned with solid forms that have height ,length and breath.
Therefore the lines in drawing are put around to form visiable solids.In other words drawing is about having solidity formed from contour lines.
When teaching drawing the outside edge is as the result of the inside form,that's the contour lines must be an expression of the type of solidity that lies inside it.Before we draw we must draft the method of analysing and understanding the type of solidity that lies inside the contour lines we use.
Ronald (1993)explains that drawing is the art of representing objects or forms by lines drawn ,shaded and other means,that's picture of lines .Ronald has four types of drawings:
•Trying to represent something in front of the artist.
•Trying to depict something from memory.
•Coping something in another medium.
•Creating something entirely from imagination.
Children should be motivated enough so that they can be able to show their creativity through imaginative drawing.
Subscribe to:
Posts (Atom)