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The Network of Influences That Shape

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The Network of Influences That Shape THE NETWORK OF INFLUENCES THAT SHAPE THE DRAWING AND THINKING OF FIFTH-GRADE CHILDREN IN THREE DIFFERENT CULTURES: NEW YORK, U.S., MOLAOS, GREECE, AND WADIE ADWUMAKASE, GHANA by Linda E. Kourkoulis Dissertation Committee: Professor Judith Burton, Sponsor Professor Mary Hafeli Approved by the Committee on the Degree of Doctor of Education Date 10 February 2021 Submitted in partial fulfillment of the requirements for the Degree of Doctor of Education in Teachers College, Columbia University 2021 ABSTRACT THE NETWORK OF INFLUENCES THAT SHAPE THE DRAWING AND THINKING OF FIFTH-GRADE CHILDREN IN THREE DIFFERENT CULTURES: NEW YORK, U.S., MOLAOS, GREECE, AND WADIE ADWUMAKASE, GHANA Linda E. Kourkoulis Using an ecological systems approach, this qualitative study examined how continuously evolving, personal living experiences and the ideologies and attitudes of their material, folk, and school culture come to be (re) presented in the construction of images and meaning in children’s artwork. The research was conducted with three groups of fifth-grade students facilitated by the art teacher at their schools in three different countries: United States, Greece, and Ghana. Data in the form of a set of autobiographical drawings from observation, memory, and imagination with written commentary were created by each participant and supported with responses to questionnaires and correspondences from teachers and parents. The sets of drawings were analyzed in terms of how the drawings reflect the children’s (a) artistic expression as mediated by their interaction with local and media influences and (b) sense of self, agency, or purpose. The findings strongly suggest that style, details, content, and media use assumed a dominant role within the drawings. Furthermore, these results were reflected differently in the drawings of the cohort from each country. Having considered the set of drawings each child made as a network of enterprise emphasizes the active role the children played in the production of the artwork, involving their choices of theme and content, the media images incorporated, and the means by which a task was adapted to suit their interests. However, the results also show that the specific skills—drawing from observation, memory, and imagination—required by the four drawing tasks had a tempering effect on their creative output, leading to the conclusion that the children’s limited drawing experience constrained their ability to express themselves in pictorial representation with fluency. In view of these findings, lesson suggestions are designed to develop drawing skills across drawing modes in a rhizomatic manner of thinking. Suggestions for future research address exploring the evolution of children’s identity and sense of agency in the world through artistic expression; the role of the environment in which children draw as an embodied and embedded experience in a physical and sociocultural world; and further research into how and why children use images to communicate. Copyright Linda E. Kourkoulis 2021 All Rights Reserved ii ACKNOWLEDGMENTS I would like to thank my colleagues, professors, friends, and family, across continents, cultures, and classrooms, whose support and kindness made this endeavor possible. Special thanks to Dr. Judy Burton for patiently guiding me to realize my own potential and especially for Philip, who gives me courage to laugh at myself. This journey has been a gift. Thank you all! L. E. K. iii TABLE OF CONTENTS Page Chapter I—INTRODUCTION ......................................................................................1 The Media Debate ..............................................................................................2 Background ........................................................................................................3 Visiting Ghana ..........................................................................................6 Research Group Participation .................................................................11 Statement of the Problem .................................................................................14 Research Question ...........................................................................................15 Limits of the Study...........................................................................................16 Assumptions .....................................................................................................17 Not to be Debated ...................................................................................17 To be Debated .........................................................................................18 Type of Study ...................................................................................................18 Time Frame ......................................................................................................19 Participants .......................................................................................................19 Study Sites .......................................................................................................20 Data Sources ....................................................................................................20 Data Analysis ...................................................................................................21 Validity ............................................................................................................21 Educational Aims .............................................................................................23 Goal ..................................................................................................................24 Chapter Overview ............................................................................................24 Chapter II—LITERATURE REVIEW ........................................................................26 Introduction ......................................................................................................26 Artistic and Perceptual Development: Child as Synthesis ...............................29 Embodied Engagement with the World: Synthesis of Person, Biology, Culture .............................................................................31 Relationships: How Children Form Identity Through Experience of the World ...................................................................................32 Consciousness and Selfhood ...................................................................33 Role of Memory in Identity Formation ...................................................33 Working Memory....................................................................................34 Memory and Sense of Self ......................................................................34 Memory and Culture ...............................................................................35 Sense of Agency .....................................................................................36 Perception: Negotiating a Novel World ..................................................37 Emoticons and Emojis ...................................................................37 Interpretation of Information from the Environment ..............................38 Electronic Screen Media, Internet, and Social Media Platforms .....................40 Digital Environments ..............................................................................42 Internet Appeal ........................................................................................42 Making Sense of the World: Form and Content ..............................................43 Drawing Style and Our Visual System: Lines and Contours ..................45 iv Spatial Depiction and Style: Cultural and Educational Constructs ........45 Spatial Cognition ...........................................................................46 Video Games ..................................................................................47 Educational Constructs ..................................................................47 Drawing Across Cultures .................................................................................50 Drawing from Observation ..............................................................................53 Drawing from Memory ....................................................................................55 Memory and Popular Media Studies.......................................................57 Drawing from Copying ....................................................................................58 Drawing from Imagination ..............................................................................59 Drawing as Narrative .......................................................................................60 Summary ..........................................................................................................61 Chapter III—METHODOLOGY .................................................................................62 Introduction ......................................................................................................62 Part I: Framing the Study .................................................................................62 Type of Study ..........................................................................................62 Theoretical Framework ...........................................................................63 Ecological Systems
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