Learn how to acquire and teach the New Literacy
Drawing/Writing and the new literacy: where verbal meets visual is a 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.
Drawing/Writing can be taught by reading aloud, and the How-To section of the book is written in a script-like form.
The book is divided into four parts. The first part provides the rationale for a new theory of education called neuroconstructivism * (Sheridan, 1990) 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, or if you have further questions or requests, contact the author/instructor/consultant directly via methods listed here.
Drawing/Writing can be taught by reading aloud, and the How-To section of the book is written in a script-like form.
The book is divided into four parts. The first part provides the rationale for a new theory of education called neuroconstructivism * (Sheridan, 1990) 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, or if you have further questions or requests, contact the author/instructor/consultant directly via methods listed here.