Drawing/Writing Orders

About the Book & Author •• Courses & Workshops •• Sample Syllabus •• Order Drawing/Writing •• Sample Drawing/Writing •• Drawing/Writing Bulletin Board •• 13 principles for brain-compatible teaching and parenting •• Terms and Powerful Ideas •• The Scribble Hypothesis - The Entire Paper •• The Scribble Hypothesis - Abstract with Research Questions •• Paper in progress: The abstract for the paper Infant Laughter, Toddlers' Scribbles and the Metaphorical Three Year old •• Scribbles: The missing link in a theory of human language in which mothers and children play major roles •• Scribbles: The Missing Link in a Bio-Evolutionary Theory of Human Language with Implications for Human Consciousness - Presented at poster session, "Towards a Science of Consciousness 2004" •• Speaking in Tongues, or Glossolalia, consciousness states, and the mind/body benefits of fluent spiritual speech: Extending the purpose of linguistic experience - To be presented at poster session, "Towards a Science of Consciousness 2006" •• A Theory of Marks and Mind: the effect of notational systems on hominid brain evolution and child development with an emphasis on exchanges between mothers and children •• Multiple Literacies •• Article: The Scribble Hypothesis - Invisible Brain Building •• Scribbling, Drawing, Reading and Writing. Are these skills connected? A Parent’s questions, a teacher’s answers •• Just for Parents •• New Standards for Students and Teachers •• The Thinking Child: A handbook for parents •• Research Questions by chapters, appended to the forthcoming book: The Scribble Hypothesis: How Marks Change Minds

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Drawing/Writing and the new literacy, by Susan Rich Sheridan. Cost: $29.95, $4 shipping.
Available by mail through:

Drawing/Writing
68 Maplewood Drive
Amherst, MA 0l002
413-549-1606
or email at ssheridan@drawingwriting.com

Drawing/Writing and the new literacy: where verbal meets visual is a book cover

textbook/handbook for teachers and for schools of education. It is also a parents’ guide to a home literacy program. The book provides classroom support for teachers across grade and discipline who are interested in a broader approach to literacy, or who have already been trained in Drawing/Writing through workshops or through school of education courses or via self-instruction. the book provides the same kind of support for parents. The 500-page book is illustrated with student work across grade and field grades K-12, as well as at the college level, and at the Elderhostel level.

The book is divided into four parts. The first part provides the rationale for a new theory of education called Neuroconstructivism and a new literacy strategy across content areas called Drawing/Writing. The rationale is from a combination of sources: art history, psychology, children’s drawings, the history of writing, and, most compellingly, neurobiology. The second part of the book lays out the five-step Drawing/Writing program step by step while providing supplementary information, especially in connection with geometry, or the study of shapes in space. An ethics component is included in connection with abstract drawing using two new concepts: Acceptable Differences and Right Relationships. The third part of the book -“Hitchhikers’ Guide to Brain Science” - offers information on brain structure and function, including 13 tips for teachers and parents and students on how to encourage and enhance brain development. This section includes a heightened-experience approach to school-based drug education programs. The last part of the book outlines a generally applicable cross-modal approach to curricula called “The Thinking Child.” This section includes detailed, illustrated cross-modal English and Fine Arts curricula appropriate K-12 as well as at the college level.

For more information on the book or courses and presentations on Drawing/Writing, contact ssheridan@drawingwriting.com