The article discusses how using images can help improve students' writing abilities. It describes a study where students created artworks based on themes and then used the art and their experiences to aid their writing. Observing and discussing the artworks helped generate ideas and elaborate on their writing. The study found that incorporating visual art into the writing process made the students' writing more interesting and helped develop their creative thinking and observation skills.

1. Article Review
From Image to Text: Using Images in the Writing Process
Nancy Andrzejczak, Guy Trainin, Monique Poldberg
(Volume 6 Number 12 October 19, 2005)
Siti Salina binti Arifin
2012924969
MA ( Visual Art Education )
Overview
The Article entitled From Image to Text: Using Images in the Writing Process written
by Nancy Andrzejczak, Guy Trainin and Monique Poldberg is emphasizing the
importance of images in integrating student’s creativity and knowledge in writing.
Furthermore, the main consideration of this study is on how to observe the connectivity
of student’s experiences with the development of cognitive skills, literature and creativity
in learning Visual Arts. There are various suggestions proposed by the author to help the
readers understand more about the importance of structuring the guidelines for teachers
to direct appropriate modes of aesthetic ways in creating artworks among students. The
authors tells us how the visual art can help students in the writing process and the
appropriate curriculum planning and suggestions for teachers were informed in this
article. They are strongly believed that this subject can help to enhance the student’s
creativity in the writing process. It helps them to elaborate, generate ideas and develop
language. There is a lot of benefit of this method, which may help students to understand
the narrative even much better and help them in to be more imaginative in the writing
process. The images shown in the artwork provide a lot of information and visual
understanding for student for them in order to elaborate, generated descriptions, and
choose the right words in their writing. As a result, their writing tends to be more
interesting and meaningful from their previous writing. They also believes that,the skills
developed while observing and reasoning about art transferred to students’ scientific
observation skills and also their appreciation in art.

2. Methodology
In this research, the method they used is the qualitative – grounded theory. These
methods investigate among students, teachers and parents who entangled a few of
observation and analysis on the artifact. It is clearly shown that, in this method, the
artworks strongly help in the writing process. Grounded theory is A specific
methodology developed by Glaser and Strauss (1967) for the purpose of building theory
from data. In their book,the term grounded theory is used in the sense to denote theoretical
constructs derived form qualitative analysis of data (Corbin & Strauss, 2008). Grounded
theory is a method which comprehends the Data Collecting process, Note Taking ,
Memoing, and Sorting and writing. In this method, it’s covers the observation,
conversation and interview. There are 4 phases in grounded theory :
• Phase 1 – Data Collecting
• Data collected through observation, conversation and interview.
• Phase 2 – Note Taking
• Data collection you note down the key issues: “note-taking".
• Phase 3 – Coding
• As you code, certain theoretical propositions will occur to you. As the
data collection and coding precede the codes.
• Phase 4 – Memoing
• You group your memos, like with like, and sequence them in whatever
order will make your theory clearest.
• Phase 5 & 6 – Sorting & Writing
• The order of your sorted memos provides you with the skeleton, and
many of the words, of your thesis.
In this research, two students were participated; they were Jeremy, a seven-year old boy,
and Wendy an eight-year old girl. The data collected through observation and interviews
in their class. Their progress and cognitive development were being observed during

3. initial instruction, painting, oral discussion of the paintings, and during the writing
process.
Evaluation
The Picturing – Writing Process
According to the research From Image to Text: Using Images in the Writing Process
Written by Nancy Andrzejczak, Guy Trainin and Monique Poldberg, the instructional
context was given to the students in The Picturing-Writing process. In this study, they were
given two discrete units, Weather Poetry and Time of Day. In both units, students were given
instruction in creating artwork using two different materials; crayon resist and watercolor.
In this part, students mostly interacted with thematic literature selected based on the text
and images. The artworks offered them a lot of interaction and give them ideas for their
writing. On the final stage, both artworks and writing components were used as a writing
scaffold. The final product by the students were contained a multi-page book – including
visual art and text (poetry, narrative, or expository. They intend to create and expand
more ideas and develop their creativity in this process, which help them a lot in their
writing process, and creating magnificent visual artwork as well.
Discussion on implementation.
As a conclusion, I personally will recommend this kind of method to be implemented in
school,especially primay school in integrating student’s creativity and understanding. This
method stand on its best in order to create a good understanding in visualizing art and
writing. Playing with colors, words, shape, form and line, will drive them to something
new and challenging. They will explore more, imaginative and dare to try something new.
Their understanding of shapes will enhance, their taste of color and composition will
enhance and their quality of writing; the words and structure will be more interesting. It
is shown in the research, that both of the students played really well with both of the
items; arts and literature. This method tends to urge students to explore the dynamic
relationship between art and writing, both of them; the language of pictures and the
language of words. These will replete the powerful stories of students, the uniqueness
structure of language and the colorful pictures and imagination.

4. References
1. Eisner, E.W. (2002). The Arts and The Creation of Mind. New Haven, CT: Yale
University Press.
2. Benjamin S. Bloom. (1988) Taksonomi Objektif Pendidikan. Shah Alam,
Selangor. Dewan Bahasa dan Pustaka.
3. Charles D. Spielberger. (1979).Cognitive and Affective Learning Strategies.
Virginia . Academic Press.
4. Charles M.D, Stanley S.M. & Sabol F.R. (2004). Assessing Expressive Learning -
A Practical Guide for Teaching-Directed Aunthentic Assessment in K-12 Visual
Arts Education. London: Lawrence Erlbaum Associates.
5. George S. Morrison (1988). Education and Development of Infant, preschoolers
and Toddlers. United States of America.
6. Harris Duncan (1986). Evaluating and Assessing for learning. Britain. British
Library Cataloguing in Publication Data.
7. Micheal Day & Al Hurwitz. (2012). Children and Their Art : Art Education for
Elementary and Middle Schools. United States: Wadsworth Cengage Learning.
8. Nicholas Addison (2010). Understanding Art Education. London. Routledge
Taylor & Francis Group. New York.