More collaborative drawing in the classroom.
There ‘s been a lot of talking about drawing in the classroom lately. @kalinagoenglish and @eherrod have both provided us with ideas on how to remember vocabulary by drawing here and here. Apart from that, @harrisonmike has shared in his blog a fun activity in which students end up drawing collaborative monsters. Finally, @ddeubel gives us plenty of tips on the topic in his blog.
The activity I want to share with you today is another collaborative drawing. With my 5th grade students we read the adapted version of The Adventures of Tom Sawyer by Mark Twain. In fact, my students didn’t read the story, I read it to them, one chapter per class. I soon realised that some of them were not engaged in the activities we did about the novel, since they found it very difficult to understand, or they had some problems expressing their ideas.
In order to try to reverse this situation, I came up with this activity. Pretty simple, but my students loved it. I read the chapter assigned to that class in small chunks. When I stopped reading, my students had to draw what they had heard (i.e the part of the story I had read). Once they finished, they had to pass the paper to the person sitting on their right. This was repeated many times till the chapter finished. In the end, we had lots of collective comics drawn by my students. I decided to make them pass the papers round, so that those students who weren’t good at drawing wouldn’t feel embarrased, since different parts of all the final products had been drawn by different students. Here you can see some of the comics :
I have to admit that I was not a great fan of using drawing and art in the English classroom. However, since I started using it, I have realised that it has a magical effect. Not every student is good at English, not all students are motivated and interested in our classes, and it is generally the case that precisely those students are the ones that get involved the most in drawing activities.
When I did the activity I presented here with my class, my students didn’t want to go to the break as they wanted to continue drawing. One of the girls who finds it really hard to understand the English language, came to me and asked me if we were going to do this activity again, as it was “re divertida”. That really made my day, and determined me to let art occupy a big space in my classroom.