By Diane Mavers
Children’s daily drawing and writing are paradoxical: charmingly enticing, but likely unremarkable of their ordinariness. This ebook takes a really shut examine what passes by means of principally neglected at domestic and in class: copying, texts fleetingly current then long past, an image drawn after the valued paintings of writing has been accomplished. reading beneficial properties of children’s textual content making which are more often than not passed over as a result of their very ordinariness, or brushed aside as error simply because they're fallacious or missing, the e-book examines positive aspects reminiscent of shading, association and types of shorthand, and uncovers an depth of attempt within the making of which means. In decisively moving the focal point clear of insufficiency to what kids can do and to the ‘work’ they put money into the texts they make, the lens taken right here finds resourcefulness and purposiveness. The unremarkable seems to be striking. This has the main profound implications for what happens in school, and past.
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Extra info for Children's Drawing and Writing: The Remarkable in the Unremarkable
Each line and shape is reproduced with exactness. Even so, a consequence of the remediating process is that materiality is not necessarily shared. The original graphic surface is replaced by the texture, weight and shade of the ‘destination’ paper or by pixels on a screen. Indentations made by pressing down heavily can no longer be felt, and marks made in erasing or creasing may become difficult to make out. Original substances are lost. 2a). Hues may not be identical, or may be replaced by greyscale.
Deemed to be ‘nothing’ because it is mere replication, copying is unworthy of attention. Considered ethically ‘wrong’ or educationally unacceptable, the very act of investigation of itself acknowledges that it goes on. Albeit founded on well-established societal principles and well-substantiated educational concerns, these discourses have held back study of children’s ‘copying’ as something that warrants serious attention. Is copying ‘just’ replication? What if it is examined as semiotic work? IDEOLOGIES OF COPYING Like all text making, copying is ideologically framed.
From this viewpoint, meaning making is seen to ‘interfere’ with accurate replication. e. a drawing that resembles a familiar object) can be beneficial to copying (Sheppard, Ropar and Mitchell, 2005). That children draw what is salient to them (Krascum, Tregenza and Whitehead, 1996) raises questions around whose definition of ‘accuracy’ counts. 'Copying' 21 What if Emil’s ‘mistakes’ are looked at again? And what if they are examined in the light of the temporality and embodiment of interpretation and re-production?