Learning Through Drawings: Understanding our Youngest Learners

In this study, perspectives of primary level students’ experiences in general music are discovered through their drawings. Using an adaptation of the Kinetic School Drawing approach, 180 third grade students drew pictures of actual and ideal activities and occurrences in general music. Additionally, the experiences of the practitioners working with the students at the time were also analyzed.

Third grade students were chosen based on research that suggests children make significant advancements in how they visually communicate through artwork at ages 8-9. Through qualitative and quantitative methods, the pictures were analyzed and yielded results based on three themes: 1) preferences for agency and active learning activities, 2) desire for achievement, individualization, and feedback, and 3) tendencies to highlight compliant, appropriate behaviors over musical ones. It was determined that children preferred activities that required full-body activity. They also desired attention and positive feedback, as was indicated by smiling faces and word bubbles in the drawings. Finally, students were attentive to “school” behaviors (like sitting in desks, raising hands, etc.) more often than actions specific to music.

Research in music education seldom centers the experiences of young children, perhaps because many are not yet able to express themselves in a way that would yield valid and credible findings. The author cites the importance of centering student voice and experience in curriculum, instruction, and policy. The method and procedures from this study suggest one way research can access viewpoints of our youngest learners so we may inform the field of music education on their behalf.

As an interdisciplinary teacher myself, I am very intrigued by the use of visual art to better understand children’s experience in the performing arts. Furthermore, I strongly believe in multimodal opportunities for them to share their ideas. This research has macro implementations for the field, yet, I also firmly advocate for its micro-effects. Drawing, coloring, painting, and other forms of visual art-making in the general music classroom can enhance individual lessons, provide additional opportunities for students success, enrich curriculum and instruction through an interdisciplinary lens, and provide multimodal opportunities for students to cultivate their own artistic identities. Our youngest learners are learning the world for themselves. Connecting music with other content areas creates opportunity for young minds and strengthens the value of what we are teaching.