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Rotan handmade thinking
Drawing and handmade responses can increase student engagement with reading materials. The document discusses how drawing focuses the mind and leads to greater engagement, comprehension, and higher-order thinking. It provides examples of student drawings in response to various texts and outlines a process for incorporating drawing into reading lessons, from introducing visual formats to sharing exemplary examples to nudging students to experiment with new formats. The overall message is that drawing, with guided practice in visual responses, enhances reading, problem-solving, and critical thinking skills.
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Rotan handmade thinking
- 1. “In fact, withoutvisualization, students cannot comprehend, and reading cannot be said to be reading.” Reading is Seeing, Jeffrey Wilhelm
- 2. Handmade Thinking: Drawing Out Reading Laurence Musgrove Professor and Chair Department of English and Modern Languages Angelo State University
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- 12. WHY? Drawing withguided practice and choice in visual formats can increase reading engagement, comprehension, as well as creative problem-solving and critical thinking.
- 16. Drawing is Thinking •The hand focuses the mind • Focus = engagement = presence = mindfulness
- 18. Handmade Thinking asEngagement • Physical, emotional, mental engagement strategy made possible by drawing responses to literary and non-literary texts • Reading = presence
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- 48. Examples of 8thGrade Middle School students from Shelby County Schools in Columbiana, Alabama. In response to a reading in the Nuremberg Laws.
- 54. The assignment wasto read the Nuremburg Laws and put yourself in the place of a Jewish person during that time.
- 55. Examples from St.John’s School, Houston, 8th grade English http://www.handmadethinking.com/?p=538
- 56. Examples from first-yearcollege students in response to a variety of literary and non-fiction texts.
- 77. Examples from Englishgraduate class on metaphor and thought.
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- 87. Reflection on Individualand Collaborative Practices
- 88. TAKE AWAY Drawingwith guided practice and choice in visual formats can increase reading engagement, comprehension, as well as creative problem-solving and critical thinking.
- 89. Teaching Handmade Thinkingas a Process 1. Introduce visual and handmade thinking 2. Show 21 formats and examples 3. Introduce simple drawing strategies in response to “I can’t draw!” 4. Students create first handmade responses 5. Individual students share format selected 6. Students share in small groups 7. Teacher shows exemplary student examples 8. Teacher nudges students into other formats 9. Small groups assigned to create new response in new format
- 90. Simple Drawing Strategies Austin Kleon – a blog post Dave Gray – a video Sunni Brown – an article Sunni Brown – an R-rated video Ed Emberley – a video Brandy Agerbeck – a video
Editor's Notes
- #5 I’m interested in two problems I’ve encounteredin the English classroom. And when I say the English classroom, I mean any class, writing, literature, undergraduate, and graduate.
- #6 Students don’t read what I assign them to read.
- #7 Students don’t read what I assign them in a critical way
- #8 How can we create more engaged and critical readers?
- #9 Some teachers give pop quizzes.
- #10 Some teachers give participation grades.
- #11 Some teachershave students write daily responses about what they read. I do this.
- #12 Some teachers have students draw their responses. I also do this.
- #14 My ideas about using “handmade thinking” in English began after I read Dan Roam’s The Back of the Napkin. Dan Roam argues that drawing can be a powerful tool for problem-solving and presenting one’s ideas to others.
- #21 Here they are in five groups.
- #22 The first group included those similar to Dan Roam’s portraits and maps. We could also think of these as the “noun” group.
- #23 Portraits
- #24 Maps
- #25 The next group includes images in pairs.
- #26 This a comic panel with two people in dialogue.
- #27 Comparison/contrast
- #28 Venn diagram
- #29 Seesaw
- #30 Scales
- #31 Some images indicate the growth of and relationship between ideas.
- #32 Like a tree.
- #33 The common web for brainstorming and mindmapping.
- #34 The organizational chart.
- #35 Which becomes a genealogical chart if you flip it.
- #36 There are images that show, like Dan Roam says, quantities or how much.
- #37 Bar charts
- #38 Pie charts
- #39 And multivariable charts. Roam puts this in the “why?” category.
- #40 And finally, some images show a progression over time.
- #41 Timeline
- #42 Before and after. Also, could fit in the “pairs” category.
- #43 The equation.
- #44 A flow chart.
- #45 Freytag’s pyramid plot line
- #46 This is another multivariable chart or +/- plot line that shows progression up and down and left to right. I learned about this from my friend Austin Kleon who learned it from Kurt Vonnegut’s book Palm Sunday. I don’t know where Kurt Vonnegut learned it.
- #47 This image is sediment, layers moving from bottom to top.
- #48 Here they are again.
- #58 Mary Karr’s CHERRY
- #59 from THE END OF NATURE by Bill McKibben
- #60 “A Clean Well-Lighted Place” by Ernest Hemingway
- #62 Thoreau’s JOURNALS
- #63 from “The Population Bomb” by Paul Ehrlich
- #64 “Heat” by Joyce Carol Oates
- #65 “The Journey” by Edith Wharton
- #67 “A Journey” by Edith Wharton
- #68 from SAND COUNTY ALMANAC by Aldo Leopold