Rocuns hav clas and tay halp tam clam. The rocuns coud clam on the trees. “Raccoons have claws and tail [that] help them climb. The raccoons could climb on the trees.” This is a first grader’s sketch and write done from observation of photographs in science class. Some children spent the bulk of their time adding details to their drawings, which resulted in sparse written descriptions but vivid images that (I feel) show many of the understandings about animal diversity and structural adaptations touched on in the lesson. One of the interesting parts about having to “grade” this work is that literacy and science are assessed within a single rubric, so children whose writing is less developed are penalized even if their scientific understanding is superior.  It seems unfair that drawings are not considered sufficient evidence of learning in science class. It also seems wrong that children who wrote what (to them!) were very obvious statements (“raccoons have tails”) received higher science marks than kids who turned in anatomically precise images showing these very tails in action. Sigh. Sure, drawings may require more interpretation and close observation from the teacher, and I can empathize with the impulse to rely on “writing to prove learning” across the content areas (and with such young children) while continuing to insist that it is misguided. Drawing is a way of seeing, the arts are a valid way of knowing.
Pop-upView Separately

Rocuns hav clas and tay halp tam clam. The rocuns coud clam on the trees.

“Raccoons have claws and tail [that] help them climb. The raccoons could climb on the trees.” This is a first grader’s sketch and write done from observation of photographs in science class. Some children spent the bulk of their time adding details to their drawings, which resulted in sparse written descriptions but vivid images that (I feel) show many of the understandings about animal diversity and structural adaptations touched on in the lesson. One of the interesting parts about having to “grade” this work is that literacy and science are assessed within a single rubric, so children whose writing is less developed are penalized even if their scientific understanding is superior. 

It seems unfair that drawings are not considered sufficient evidence of learning in science class. It also seems wrong that children who wrote what (to them!) were very obvious statements (“raccoons have tails”) received higher science marks than kids who turned in anatomically precise images showing these very tails in action. Sigh. Sure, drawings may require more interpretation and close observation from the teacher, and I can empathize with the impulse to rely on “writing to prove learning” across the content areas (and with such young children) while continuing to insist that it is misguided. Drawing is a way of seeing, the arts are a valid way of knowing.

While we were drawing the room got dead quiet.  Whenever this happens it means students “are simply expressing their involvement in the work by a high level of intensity, combined with a deep focus” (Beal 2001, p. 45).  As they looked intently at their mannequins, my classmates furrowed their brows, redrew a line here or there, and grew calm, “immersed in the art materials and in themselves” (Beal 2001, p. 45).  (Nancy Beal, The Art of teaching art to children.)
Pop-upView Separately

While we were drawing the room got dead quiet.  Whenever this happens it means students “are simply expressing their involvement in the work by a high level of intensity, combined with a deep focus” (Beal 2001, p. 45).  As they looked intently at their mannequins, my classmates furrowed their brows, redrew a line here or there, and grew calm, “immersed in the art materials and in themselves” (Beal 2001, p. 45). 

(Nancy Beal, The Art of teaching art to children.)

At the start of the drawing session I was uncharacteristically apprehensive about the hands-on component.  I certainly did not want to push pencil against the friction of a paper’s surface.  Class got under way and I lingered at my seat, willing my mind to summon up bright clear energy for realistic drawing.  Others started returning to our table with materials and I watched them handle the pens and pencils.  My heart began to beat a little faster.  The spread of materials for drawing included many I had never tried before, like the creamy black oil pastel and the bamboo pens; there were also others, like the thick India ink, which I once loved but had not used since childhood.  Ann-Marie had said the drawing activity was about playing with the capabilities of the materials and trying out different ways to make lines.  I borrowed someone’s bamboo pen and made some lines.  Since I was just playing, I eased into drawing and the deliciously black marks carried me along. 
Pop-upView Separately

At the start of the drawing session I was uncharacteristically apprehensive about the hands-on component.  I certainly did not want to push pencil against the friction of a paper’s surface.  Class got under way and I lingered at my seat, willing my mind to summon up bright clear energy for realistic drawing.  Others started returning to our table with materials and I watched them handle the pens and pencils.  My heart began to beat a little faster.  The spread of materials for drawing included many I had never tried before, like the creamy black oil pastel and the bamboo pens; there were also others, like the thick India ink, which I once loved but had not used since childhood.  Ann-Marie had said the drawing activity was about playing with the capabilities of the materials and trying out different ways to make lines.  I borrowed someone’s bamboo pen and made some lines.  Since I was just playing, I eased into drawing and the deliciously black marks carried me along.