All the people in the world have drawn and painted at some time in our lives, and many times, we are not aware that we have expressed in it. However, it is not always given the importance it deserves and some creations are underestimated if they are not aesthetically correct.
In education is something that happens very often, the arts are not worked as something that motivates the student, but as a set of activities that are carried out in a concrete way. Francesco Tonucci says: “It is clear that something happens that leads the child to think that it is not worthwhile to continue drawing. It is a complex and serious phenomenon” (Tonucci, F., Bosch, M. R., 2014).
Arno Stern, through his methodology defined as formulation, defends that the child expresses freely in a spontaneous way what is born in that moment (organic memory), without caring for the opinion of others and without needing any type of approval.
In fact, in his book, “From Child Drawing to the Semiology of Expression”, he explains how in different parts of the world and after much research, everyone is able to express themselves freely and in very different ways in the field of child drawing, in a climate of respect.
That is why I invite you all to learn a little more about this methodology and how to put it into practice in the classroom, as it can be very beneficial for students. Do you dare to go one step further and get out of paper and pencil?
Stern, A. (2008). Del dibujo infantil a la Semiología de la Expresión: Iniciación a otra mirada sobre el trazo. Editado en castellano en 2008 por la Editorial Carena en colaboración con Miguel Castro.
Tonucci, F., Bosch, M. R. (2014). ¿Por qué dejamos de dibujar?. La vanguardia. Recuperado de, http://www.lavanguardia.com/estilos-de-vida/20140328/54404149668/por-quedejamos-de-dibujar.html