The Sweet Role of Art in Literacy

by Amy Shultz

“I wish I could say that the pictures come first or the words come first. But no, it is not that simple. It is the idea which comes first in pictures and in words.
– Eric Carle

Why do so many students have trouble putting words on a page?  In Envisioning Writing, Janet Olson discusses why children have problems with language. “Is it because they are ‘learning disabled’ or ‘reluctant writers’? Or is it because they aren’t being taught in the way they need to be taught? Children who think and learn visually process information through images instead of through words, and these children often have great difficulties succeeding in school... The critical question, then, is to what extent are visual learners being adequately served by general educational practice?” (Olson, 1992, p. 1).

In her art-based literacy projects, Beth Olshansky attempts to integrate the visual and kinesthetic processes of art into the writing process. In Picturing Writing: Fostering Literacy through Art, children are encouraged to create pictures that tell a story. From there, students are allowed to move back and forth between the image and their words, as they learn to “read their pictures” and discuss key story elements. In Image-Making within the Writing Process, children construct collages to illustrate a story. Later, they orally rehearse their stories, write them, and “read their collages” in order to revise their writing. Both of these nationally recognized programs were found to give students significant gains in writing achievement (Olshansky, 2003).

The Image to Word -Word to Image Project also weaves together art and writing. In this case, students are first exposed to richly illustrated children’s literature and related fine-art examples. Next, they are given a demonstration in the use of an art medium, with focus on a specific art element. From there, students may choose to create their images and writing in any order (Philips, 2000).

Art is more than just the icing on the cake; it is a meaning-making activity in the same vein as writing. “Drawing helps children make their ideas visible,” claims Margaret Brooks (p. 5).  She believes that drawing becomes an “invaluable teaching and learning tool,” as teachers help students focus on the meanings represented through their drawings (Brooks, 2003, p. 6).

By giving children a chance to create not only with words, but with color and line and movement, we acknowledge the value of visual and kinesthetic learning alongside the verbal. In literacy, the act of creating art is an important ingredient when combined with the written word. Have your cake and eat it, too. The mixture of art and writing is sure to produce some sweet results.

References:

Brooks, M. (2003, Sept.).

Drawing to learn. Beyond the Journal, Retrieved Aug. 28, 2007, from http://www.journal.naeyc.org/btj/200309/DrawingtoLearn.pdf

Olshansky, B. (2003).

Picturing writing: Fostering literacy through art. Retrieved September 5, 2007, from Picturing Writing: Fostering Literacy Through Art and Image Making Within The Writing Process Web site: http://www.picturingwriting.org/picturingwriting.html

Olson, J. L. (1992).

Envisioning writing. Portsmouth, NH: Heinemann.

Phillips, L. (2000 July).

Image to word - word to image: Literally a vision . PREL Policy Brief, Retrieved Aug. 28, 2007, from http://www.prel.org/products/Products/HTML/Discipline/ImagetoWord.htm

Amy Shultz

Amy Shultz, former fourth grade teacher, works as a facilitator for the Buddy Teaching and Learning Center. She also writes for The Write Connection newsletter and The Writing Site,

under the Buddy System Project.

This featured article appeared in Volume 3, Number 1 issue of the Write Connections quarterly newsletter. View other archived newsletters , a topical organization of all newsletters, or sign-up to receive notification when the next newsletters are ready to download.