Use of drawing to reinforce non narrative writing in elementary class

Being literate, learners ought to learn how to comprehend, create, use texts that are multimodal, aural, and use of visuals too. At the point of starting school, children are normally in a position of creating visual (drawings) and spoken texts. However, they have limited capabilities in writing or text creation that is written. Hypothetically, based on the thesis statement of this context, drawing is presented as one of the best approaches that are effective when it comes writing teaching. The contextual research of this article entails learners in primary schools which are centres for introductory English studies in UK, Australia, and the US. It is also through writing where humans are able to communicate and record stories, ideas and discoveries. According to recently done studies, in the United Kingdom and other countries like the USA, and Australia there are literacy instructions approaches which are formalized particularly during the early years of the learning process (Klein et al.

As per this contextual study, emphasis on learning strategy of most schools is on words and letters, accuracy and print conventions, with a limited approach for construction of texts and expression of oneself through the aspect of drawing (Klein et al. This kind of approach is the most probable consequence of a limited understanding of written words and literacy. The greatest concern of drawing as a means of teaching among learners particularly children is purely related to early writing and construction of text and not as a way of artistic capabilities or fantasies among children (Klein et al. Also through this system, the created texts would more tune as defined by a contemporary comprehension of literacies. Hence it is clear that linguistic and visual literacy combines in creating new aspects of literacy.

Through this kind of approach, young learners specifically children will even develop an attitude that is positive as writers towards themselves (Wong and Faltis, 2018). Learning how to Write Writing can be described as physical factors and cognitive interactions that are complex entailing brain, eye, and hand. This aspect of learning how to write is always represented as a progression that is linear from mock writing and scribbles to spelling inventions with sounds which will map onto letters that are written and eventually leading to complex texts that are readable. Drawing for many children is one act of play and also a mental activity that is substantive. (Beschorner & Hall, 2018). This can be explained as a process of constructive thinking as an activity that is socially meaningful in action which leads to access to the imaginary and real world.

Drawing potentially holds for complex expression and rich learning because it is an aspect that is aesthetic, graphics, expressional, and spontaneous. It also provides stability and relief which can support the new writing challenges. This stage of learning is very crucial particularly in attaining quality when it comes to writing and the better understanding of things. However, through instruction literacy that is formalized in most English and Infant Schools in UK and United States, this strategy of using art activities like drawing for teaching writing has been undervalued. Through many done studies, for achieving quality writing skills and better understanding in learning processes, those who develop curriculum ought to pay much attention to the use of drawing for literary writing. Guiding questions for the research study Writing and Drawing: what is the take of research on this aspect? Apart from drawing do, we have other forms of art activities that will improve learner's quality of writing? What are the appropriate approaches of integrating educators to have a better view of this aspect of using drawing for teaching writing? Should teachers and curriculum developers prioritize the use of drawing to teach at primary grade? What are the outcomes of a well-integrated strategy of using a visual representation for teaching? Purpose of the Study The primary purpose of this study seeks to investigate how the art activities specifically drawing have an impact on the quality of writing to children at primary grade level.

The aim of this proposition will be assessed through comprehensive coverage of the learning process at an early childhood stage. Limitations of the Study As a limitation to this study, there is this aspect of limited familiarity of teachers to things to do with the drawing being an instrumental activity for learning and writing at primary grades. Due to this, more time can be required to in developing the confidence of most educators at primary grades on drawing technique as an effective strategy of positively impacting the quality of writing and understanding among children. In addition to this, the study within this contextual cover cannot provide all the needed answers to the linked questions on the subject matter due to thesis specificity of the study.