Drawing/Doodling. Drawing enables students to create visual metaphors that
often represent extraordinary ways to look at ordinary things, events, people.
Drawing/Doodling Drawing enables students to create visual metaphors that often represent extraordinary ways to look at ordinary things, events, people. Sometimes topics are lodged in a basically nonverbal mode and need to make their first escape through nonverbal means. 1. Students and teacher read a story, discuss and issue, or receive some other prompt then draw what they think or feel. It is important to distinguish this from art—it is a way to release visual images when used as a prewriting strategy. 2. Once students have been given ample time to draw or doodle in response to the topic, they then write about the images they have created, highlighting new connections or discoveries that the drawing has uncovered, connecting to the initial prompt, and referring to background knowledge.
From Joyce Armstrong Carroll and Edward E. Wilson, 2008, Acts of Teaching: How to Teach Writing, Portsmouth, NH: Heinemann.
