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How four- and five -year -old Korean...

Park, Sangsook.

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How four- and five -year -old Korean children learn to draw.

Record Type:	Electronic resources : Monograph/item
Title/Author:	How four- and five -year -old Korean children learn to draw./
Author:	Park, Sangsook.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2004,
Description:	250 p.
Notes:	Source: Dissertations Abstracts International, Volume: 66-03, Section: A.
Contained By:	Dissertations Abstracts International66-03A.
Subject:	Art education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3131002
ISBN:	9780496782505

How four- and five -year -old Korean children learn to draw.
Park, Sangsook.

How four- and five -year -old Korean children learn to draw. - Ann Arbor : ProQuest Dissertations & Theses, 2004 - 250 p.

Source: Dissertations Abstracts International, Volume: 66-03, Section: A.

Thesis (Ed.D.)--University of Illinois at Urbana-Champaign, 2004.

In this study, I examined the influences of cultural context on young Korean children, especially 4- and 5-year-olds, and their drawings to discover how they learn to draw in the preschool context and understand the current tendencies in their learning to draw. I conducted research in the Woori Nursery School in Seoul. I observed the children's drawing experiences in three contexts embodying distinct characteristics of teaching and learning: assigned drawing, free drawing, and drawing lessons. I also interviewed the children's mothers to find out about their additional art experiences and interviewed art teachers to learn about the current phenomena in Korea of providing private art lessons for young children. In this study, I described how each context contributes to the children's learning to draw and what factors are significant for teaching and learning. Each of these activities had its own goals, values, and expectations, but all contributed to the children's learning to draw and developing particular drawing skills and styles. The children learned to draw the assigned drawings that were characterized by the teachers' values, attitudes, and knowledge and developed a sense of formalized drawing while absorbing the preferred drawing styles. Children also learned the most popular type of drawing, images, and drawing skills from their peers through socializing in free drawing periods. Lastly, the children learned to draw from art specialists within the private art education system. In this context, the children developed an artistic sense and practiced drawing techniques. This study, which uncovered significant characteristics in the process of learning to draw, will promote a broader understanding and support current research on cultural influences that affect young children's artistic development to find important implications for art educators.

ISBN: 9780496782505Subjects--Topical Terms:

547650
Art education.
Subjects--Index Terms:

Children

How four- and five -year -old Korean children learn to draw.
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520 $a In this study, I examined the influences of cultural context on young Korean children, especially 4- and 5-year-olds, and their drawings to discover how they learn to draw in the preschool context and understand the current tendencies in their learning to draw. I conducted research in the Woori Nursery School in Seoul. I observed the children's drawing experiences in three contexts embodying distinct characteristics of teaching and learning: assigned drawing, free drawing, and drawing lessons. I also interviewed the children's mothers to find out about their additional art experiences and interviewed art teachers to learn about the current phenomena in Korea of providing private art lessons for young children. In this study, I described how each context contributes to the children's learning to draw and what factors are significant for teaching and learning. Each of these activities had its own goals, values, and expectations, but all contributed to the children's learning to draw and developing particular drawing skills and styles. The children learned to draw the assigned drawings that were characterized by the teachers' values, attitudes, and knowledge and developed a sense of formalized drawing while absorbing the preferred drawing styles. Children also learned the most popular type of drawing, images, and drawing skills from their peers through socializing in free drawing periods. Lastly, the children learned to draw from art specialists within the private art education system. In this context, the children developed an artistic sense and practiced drawing techniques. This study, which uncovered significant characteristics in the process of learning to draw, will promote a broader understanding and support current research on cultural influences that affect young children's artistic development to find important implications for art educators.
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