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Attitudes and Practices That Shape Children's Drawing Behaviour in Mainstream and Performing Arts Schools

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Title: Attitudes and Practices That Shape Children's Drawing Behaviour in Mainstream and Performing Arts Schools
Language: English
Authors: Burkitt, Esther, Lowry, Ruth
Source: International Journal of Art & Design Education. Feb 2015 34(1):25-43.
Availability: Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Peer Reviewed: Y
Page Count: 19
Publication Date: 2015
Document Type: Journal Articles
Reports - Research
Descriptors: Freehand Drawing, Child Behavior, Interviews, Surveys, Art Education, Theater Arts, Comparative Analysis, Student Attitudes, Parent Attitudes, Teacher Attitudes, Caregiver Attitudes, Art Expression, Self Efficacy, Art Activities, Traditional Schools, Foreign Countries
Geographic Terms: United Kingdom
DOI: 10.1111/jade.12033
ISSN: 1476-8062
Abstract: Previous research shows that key parties involved in children's drawing perceive the value and benefits of art and drawing very differently. However such research has been restricted to the examination of children attending mainstream schooling across the UK. The present study therefore compared the views and practices of key parties involved in mainstream and performing arts educational contexts. Teachers and children were interviewed and parents completed a postal survey. Some 225 children, 115 of their teachers and 176 of their parents and carers formed the mainstream school group whilst 180 children, 42 of their teachers and 145 of their parents and carers formed the performing arts school group. Main findings indicated that pupils', parents' and teachers' views about the benefits, and how to support drawing behaviour at school and at home, varied across contrasting educational contexts. In particular, pupils attending arts-based schools and their teachers valued expressivity over technical support, pupils reported enjoying drawing more, had higher self efficacy and foresaw engaging in the activity beyond their school years more than their mainstream counterparts. The results suggest that mainstream educational contexts could foster drawing behaviour and the related emotional benefits to a greater extent.
Abstractor: As Provided
Entry Date: 2015
Accession Number: EJ1052214
Database: ERIC
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  Value: <anid>AN0100990177;q0t01feb.15;2018Jul12.08:14;v2.2.500</anid> <title id="AN0100990177-1">Attitudes and Practices that Shape Children's Drawing Behaviour in Mainstream and Performing Arts Schools. </title> <p>Previous research shows that key parties involved in children's drawing perceive the value and benefits of art and drawing very differently. However such research has been restricted to the examination of children attending mainstream schooling across the UK. The present study therefore compared the views and practices of key parties involved in mainstream and performing arts educational contexts. Teachers and children were interviewed and parents completed a postal survey. Some 225 children, 115 of their teachers and 176 of their parents and carers formed the mainstream school group whilst 180 children, 42 of their teachers and 145 of their parents and carers formed the performing arts school group. Main findings indicated that pupils', parents' and teachers' views about the benefits, and how to support drawing behaviour at school and at home, varied across contrasting educational contexts. In particular, pupils attending arts‐based schools and their teachers valued expressivity over technical support, pupils reported enjoying drawing more, had higher self efficacy and foresaw engaging in the activity beyond their school years more than their mainstream counterparts. The results suggest that mainstream educational contexts could foster drawing behaviour and the related emotional benefits to a greater extent.</p> <p>art; education; drawing; mainstream; performing arts</p> <p>XML Full Text not available for this article.</p> <ref id="AN0100990177-2"> <title>References</title> <blist> <bibl id="bib1" type="bt">1</bibl> <bibtext>Adams, E. ( 2006 ) Drawing Insights. 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  Data: Previous research shows that key parties involved in children's drawing perceive the value and benefits of art and drawing very differently. However such research has been restricted to the examination of children attending mainstream schooling across the UK. The present study therefore compared the views and practices of key parties involved in mainstream and performing arts educational contexts. Teachers and children were interviewed and parents completed a postal survey. Some 225 children, 115 of their teachers and 176 of their parents and carers formed the mainstream school group whilst 180 children, 42 of their teachers and 145 of their parents and carers formed the performing arts school group. Main findings indicated that pupils', parents' and teachers' views about the benefits, and how to support drawing behaviour at school and at home, varied across contrasting educational contexts. In particular, pupils attending arts-based schools and their teachers valued expressivity over technical support, pupils reported enjoying drawing more, had higher self efficacy and foresaw engaging in the activity beyond their school years more than their mainstream counterparts. The results suggest that mainstream educational contexts could foster drawing behaviour and the related emotional benefits to a greater extent.
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          Dates:
            – D: 01
              M: 02
              Type: published
              Y: 2015
          Identifiers:
            – Type: issn-print
              Value: 1476-8062
          Numbering:
            – Type: volume
              Value: 34
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: International Journal of Art & Design Education
              Type: main
ResultId 1