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Site Unseen: Reconceptualizing Place in Childhood Drawing.

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Title: Site Unseen: Reconceptualizing Place in Childhood Drawing.
Authors: Schulte, Christopher M. (AUTHOR) cschulte@uark.edu
Source: Art Education. Mar2026, Vol. 79 Issue 2, p8-13. 6p.
Subject Terms: *Art education, *Educational evaluation, *Curriculum planning, *Teaching methods, Children's drawings, Social processes, Drawing techniques, Social interaction
Abstract: This article examines the often-overlooked role of place in the study and practice of childhood drawing, arguing that research has historically focused on the final drawings ("artifactual residue") rather than the drawing process itself, which is socially situated. Using the example of AJ, a 3-year-old participant in a Saturday morning art program, the article illustrates how understanding drawing as a practice that "takes place in place" reveals the complex social, material, and environmental contexts influencing children's drawing experiences. It emphasizes the importance of recognizing drawing as a social practice embedded in specific settings to inform art education pedagogy, curriculum design, and assessment. The article calls for art educators to reconsider assumptions about children's drawing by attending to the situated, processual, and relational aspects that are often unseen in traditional analyses. [Extracted from the article]
Copyright of Art Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Site Unseen: Reconceptualizing Place in Childhood Drawing.
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  Data: This article examines the often-overlooked role of place in the study and practice of childhood drawing, arguing that research has historically focused on the final drawings ("artifactual residue") rather than the drawing process itself, which is socially situated. Using the example of AJ, a 3-year-old participant in a Saturday morning art program, the article illustrates how understanding drawing as a practice that "takes place in place" reveals the complex social, material, and environmental contexts influencing children's drawing experiences. It emphasizes the importance of recognizing drawing as a social practice embedded in specific settings to inform art education pedagogy, curriculum design, and assessment. The article calls for art educators to reconsider assumptions about children's drawing by attending to the situated, processual, and relational aspects that are often unseen in traditional analyses. [Extracted from the article]
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  Data: <i>Copyright of Art Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00043125.2026.2636869
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        Text: English
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      – SubjectFull: Children's drawings
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      – SubjectFull: Social processes
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      – SubjectFull: Drawing techniques
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              Text: Mar2026
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