Review of Literature
Writing can be one of the most difficult subject areas for students throughout their educational journey. There are many elements to remember including mechanics, grammar, structure, genre, audience and topic choice. Even in kindergarten, students are starting to develop a dislike of writing because of all the elements involved. If students are forced to choose a new topic each day without any prompting and think about all aspects of mechanics, they are bound to get frustrated. This leads them to choose to write about the same topics so that they can focus on one less element of the writing process.
Attitudes towards writing
According to Mata (2011), kindergarten students understand the value and importance of reading and writing, but most do not view it as a pleasurable activity. It is viewed as something that they have to do to be successful in school, but they do not see it as enjoyable. This evidence demonstrates that by the age of five, students are already starting to dislike the act of writing. This study also stated that the scores for reading were higher than writing. This investigation shows that students would rather read stories than create their own. Carroll and Feng (2010) found similar results on attitude of writing. In their study, the students participated in either free choice or prompted written responses. In both groups, their attitude towards writing had declined by the end of the year.
Visual Arts in Writing
Since students tend to struggle with selecting topics for their writing, teachers have started to incorporate the visual arts into the writing process. Olshansky (1995) incorporated an arts-based literacy program into her student’s writing time. She had her students draw pictures and then write stories based on those pictures. “With a concrete visual record of his thoughts mapped out before him, David rehearses his story again and again through ‘image-reading.’ Literally holding his ideas firmly in his hands….” (p. 46). When students think of topics, they tend to have too many ideas flowing through their heads to focus on one and this makes it difficult to get those thoughts onto the paper. Especially in the primary grades, a picture or a piece of art can serve as an anchor for the student’s thoughts and ideas. It can inspire students to write about topics other than those that they are familiar with. This study found that the arts-based literacy program helped to enhance the student’s writing abilities and also provided more varied and imaginative topics.
Similarly, McFadden (1998) used student-drawn images to help complement the writing process. She implemented pictography into three different classrooms. In these pictures, the students draw “simple, schematic pictures, organized in a left-to-right, chronologically based manner.” These images help to give a sequence of events for the students to write about. The study also found that these images helped to improve the length of the student’s writing and was also faster than writing alone or art-drawing drafted narratives. Students were able to write more in a shorter amount of time when the events of their stories were drawn out for them before they started writing.
Instead of using student-drawn images Ehrenworth (2003) believed in incorporating Picasso’s works of art to help improve student’s writing. She believes that providing an aesthetic experience during literacy will help to make the writing process less “dogmatic.”. She believes that the visual arts “provides entry points for writing that begin with looking and that do not assume a certain level of literacy in order for children to be successful writers” (p. 44). Art can be a starting point for students who are struggling with creative topic choices. It takes the stress out of topic choice and pushes the students to tell more creative stories.
Another way teachers have tried to expand the writing process is through the use of wordless picture books. Wordless picture books have been used in both teaching reading and writing to develop story-telling skills. Reese (1996) used wordless pictures with groups, with partners and then individually in the classroom. After the six-month implementation, Reese felt that “students learned to write stories in complete sentences, to expand their ideas to better describe the pictures and to produce a meaningful story” (p. 173). Carter, Holland, Mladic, Sarbiewski & Sebastian (1998) also found that wordless picture books helped writing skills, particularly in the areas sequencing, elaboration and dialogue skills. They concluded that the “low-average group made a 22% increase from the pretest to the posttest” (p. 32). This study provided evidence that wordless picture books help to spark the student’s imagination and expand writing for all students, but most importantly, for those struggling with writing.
Teachers have used student-drawn pictures, works of art, pictography and wordless picture books, but there has been much debate as to which is the most effective in writing. Cole & McLeod (1999) used both line drawings and photographs to see which had the strongest impact on writing thematics and mechanics. The study found that there were significant differences in terms of the thematic unit between the photograph and the line drawing, but no difference mechanically. This data was valid as long as the picture contained at least two characters, an interesting scene and a potential conflict. This evidence demonstrates that the type of pictorial stimulus used in the writing program does affect the student’s work.
Although Carroll & Feng (2010) found that students who were using prompts had less favorable attitudes towards writing than those given free choice, those with free choice struggled in coming up with a persuasive argument when writing. They spent more time developing a topic and performed less favorably on the assessment criteria. Even though they found negative results associated with prompts, Joshua (2007) found that when pictures and prompts were paired together, kindergarteners' writing was positively affected. She stated, “visual aids appeared to provide concrete examples and therefore assist them with their writing and drawing” (p. 92). As long as prompts are provided with pictures, the majority of student’s writing will improve.
Connection to my research
Overall these studies have demonstrated the importance of incorporating visual arts into the writing process, especially in kindergarten. In terms of story telling, imagery, creativity and expansion of writing, the students in these classrooms greatly benefited from implementation of these programs. Reviewing the experiences and interpretations of other experts influenced the direction and organization of this investigation. Moreover, this in-depth review has enhanced the focus of this inquiry as to providing photographs involving characters and an interesting scene into the writing program. Students need additional support in creating interesting topics during writing and the visual arts has been effective in initiating change for other students. It is for these reasons that I believe that students in my kindergarten class will benefit from pictures and prompts to help expand their writing and provide more creative stories.
References
Carroll, S. & Feng, J. (2010). Writer’s workshop vs. writing prompts: The effect of first graders’ writing ability and attitude towards writing: Annual Conference of Georgia Educational Research Association. Savannah, GA.
Carter, P.A., Holland, S.M., Mladic, S.L., Sarbiewski, G.M., & Sebastian, D.M. (1998). Improving student writing skills using wordless picture books. Saint Xavier University: Chicago, IL
Cole, J. C., & McLeod, J. S. (1999). Children’s writing ability: The impact of the pictorial stimulus. Psychology in the Schools 36(4), 359-370.
Ehrenworth, M. (2003). Literacy and the aesthetic experience: Engaging children with the visual arts in the teaching of writing. Language Arts 81(1), 43-51.
Joshua, M. (2007). The effects of pictures and prompts on the writing of students in primary grades: Action research by graduate students at California State University, Northridge. Action in Teacher Education, 29(2), 80-93.
Mata, L. (2011). Motivation for reading and writing in kindergarten children. Reading Psychology, 32, 272-299.
McFadden, T. (1998). The immediate effects of pictographic representation on children’s narratives. Laramie, WY: Arnold Publishers, Inc.
Olshansky, B. (1995). Picture this: An arts-based literacy program. Educational Leadership, 53(1), 44-47.
Reese, C. (1996). Story development using wordless picture books. The Reading Teacher, 50(2), 172-173.
Attitudes towards writing
According to Mata (2011), kindergarten students understand the value and importance of reading and writing, but most do not view it as a pleasurable activity. It is viewed as something that they have to do to be successful in school, but they do not see it as enjoyable. This evidence demonstrates that by the age of five, students are already starting to dislike the act of writing. This study also stated that the scores for reading were higher than writing. This investigation shows that students would rather read stories than create their own. Carroll and Feng (2010) found similar results on attitude of writing. In their study, the students participated in either free choice or prompted written responses. In both groups, their attitude towards writing had declined by the end of the year.
Visual Arts in Writing
Since students tend to struggle with selecting topics for their writing, teachers have started to incorporate the visual arts into the writing process. Olshansky (1995) incorporated an arts-based literacy program into her student’s writing time. She had her students draw pictures and then write stories based on those pictures. “With a concrete visual record of his thoughts mapped out before him, David rehearses his story again and again through ‘image-reading.’ Literally holding his ideas firmly in his hands….” (p. 46). When students think of topics, they tend to have too many ideas flowing through their heads to focus on one and this makes it difficult to get those thoughts onto the paper. Especially in the primary grades, a picture or a piece of art can serve as an anchor for the student’s thoughts and ideas. It can inspire students to write about topics other than those that they are familiar with. This study found that the arts-based literacy program helped to enhance the student’s writing abilities and also provided more varied and imaginative topics.
Similarly, McFadden (1998) used student-drawn images to help complement the writing process. She implemented pictography into three different classrooms. In these pictures, the students draw “simple, schematic pictures, organized in a left-to-right, chronologically based manner.” These images help to give a sequence of events for the students to write about. The study also found that these images helped to improve the length of the student’s writing and was also faster than writing alone or art-drawing drafted narratives. Students were able to write more in a shorter amount of time when the events of their stories were drawn out for them before they started writing.
Instead of using student-drawn images Ehrenworth (2003) believed in incorporating Picasso’s works of art to help improve student’s writing. She believes that providing an aesthetic experience during literacy will help to make the writing process less “dogmatic.”. She believes that the visual arts “provides entry points for writing that begin with looking and that do not assume a certain level of literacy in order for children to be successful writers” (p. 44). Art can be a starting point for students who are struggling with creative topic choices. It takes the stress out of topic choice and pushes the students to tell more creative stories.
Another way teachers have tried to expand the writing process is through the use of wordless picture books. Wordless picture books have been used in both teaching reading and writing to develop story-telling skills. Reese (1996) used wordless pictures with groups, with partners and then individually in the classroom. After the six-month implementation, Reese felt that “students learned to write stories in complete sentences, to expand their ideas to better describe the pictures and to produce a meaningful story” (p. 173). Carter, Holland, Mladic, Sarbiewski & Sebastian (1998) also found that wordless picture books helped writing skills, particularly in the areas sequencing, elaboration and dialogue skills. They concluded that the “low-average group made a 22% increase from the pretest to the posttest” (p. 32). This study provided evidence that wordless picture books help to spark the student’s imagination and expand writing for all students, but most importantly, for those struggling with writing.
Teachers have used student-drawn pictures, works of art, pictography and wordless picture books, but there has been much debate as to which is the most effective in writing. Cole & McLeod (1999) used both line drawings and photographs to see which had the strongest impact on writing thematics and mechanics. The study found that there were significant differences in terms of the thematic unit between the photograph and the line drawing, but no difference mechanically. This data was valid as long as the picture contained at least two characters, an interesting scene and a potential conflict. This evidence demonstrates that the type of pictorial stimulus used in the writing program does affect the student’s work.
Although Carroll & Feng (2010) found that students who were using prompts had less favorable attitudes towards writing than those given free choice, those with free choice struggled in coming up with a persuasive argument when writing. They spent more time developing a topic and performed less favorably on the assessment criteria. Even though they found negative results associated with prompts, Joshua (2007) found that when pictures and prompts were paired together, kindergarteners' writing was positively affected. She stated, “visual aids appeared to provide concrete examples and therefore assist them with their writing and drawing” (p. 92). As long as prompts are provided with pictures, the majority of student’s writing will improve.
Connection to my research
Overall these studies have demonstrated the importance of incorporating visual arts into the writing process, especially in kindergarten. In terms of story telling, imagery, creativity and expansion of writing, the students in these classrooms greatly benefited from implementation of these programs. Reviewing the experiences and interpretations of other experts influenced the direction and organization of this investigation. Moreover, this in-depth review has enhanced the focus of this inquiry as to providing photographs involving characters and an interesting scene into the writing program. Students need additional support in creating interesting topics during writing and the visual arts has been effective in initiating change for other students. It is for these reasons that I believe that students in my kindergarten class will benefit from pictures and prompts to help expand their writing and provide more creative stories.
References
Carroll, S. & Feng, J. (2010). Writer’s workshop vs. writing prompts: The effect of first graders’ writing ability and attitude towards writing: Annual Conference of Georgia Educational Research Association. Savannah, GA.
Carter, P.A., Holland, S.M., Mladic, S.L., Sarbiewski, G.M., & Sebastian, D.M. (1998). Improving student writing skills using wordless picture books. Saint Xavier University: Chicago, IL
Cole, J. C., & McLeod, J. S. (1999). Children’s writing ability: The impact of the pictorial stimulus. Psychology in the Schools 36(4), 359-370.
Ehrenworth, M. (2003). Literacy and the aesthetic experience: Engaging children with the visual arts in the teaching of writing. Language Arts 81(1), 43-51.
Joshua, M. (2007). The effects of pictures and prompts on the writing of students in primary grades: Action research by graduate students at California State University, Northridge. Action in Teacher Education, 29(2), 80-93.
Mata, L. (2011). Motivation for reading and writing in kindergarten children. Reading Psychology, 32, 272-299.
McFadden, T. (1998). The immediate effects of pictographic representation on children’s narratives. Laramie, WY: Arnold Publishers, Inc.
Olshansky, B. (1995). Picture this: An arts-based literacy program. Educational Leadership, 53(1), 44-47.
Reese, C. (1996). Story development using wordless picture books. The Reading Teacher, 50(2), 172-173.