Module Descriptors
CHILDREN AND PICTURES
PSYC60652
Key Facts
Health, Education, Policing and Sciences
Level 6
15 credits
Contact
Leader: Richard Jolley
Email: R.Jolley@staffs.ac.uk
Hours of Study
Scheduled Learning and Teaching Activities: 24
Independent Study Hours: 126
Total Learning Hours: 150
Assessment
- ASSIGNMENT weighted at 100%
Module Details
Texts
Module Text: Jolley, R.P. (2010). Children and Pictures: drawing and understanding.Oxford: Wiley-Blackwell
Cox, M. V. (2005) The Pictorial World of the Child. Cambridge: Cambridge University Press.
Golomb, C. (2004). The child’s creation of a pictorial world (2nd edition). Berkeley: University of California Press
Luquet, G. H. (2001). Children’s drawings. London: Free Association Books.
Milbrath, C., & Trautner, H.M. (Eds.). (2008). Children’s understanding and production of pictures, drawing and art: Theoretical and empirical approaches. Hogrefe and Huber.
Cox, M. V. (2005) The Pictorial World of the Child. Cambridge: Cambridge University Press.
Golomb, C. (2004). The child’s creation of a pictorial world (2nd edition). Berkeley: University of California Press
Luquet, G. H. (2001). Children’s drawings. London: Free Association Books.
Milbrath, C., & Trautner, H.M. (Eds.). (2008). Children’s understanding and production of pictures, drawing and art: Theoretical and empirical approaches. Hogrefe and Huber.
Module Indicative Content
The module examines children's making and understanding of pictures, as well as relating the research findings to more general developmental, cognitive, clinical, aesthetic, educational and cross-cultural issues in child development. Examples:
Development: The developmental pattern of children's drawings of realism and expression, and factors that explain such developments.
Cognitive: The relationship between production and comprehension, understanding the dual nature of pictures, drawings as measures on internal representations, drawings as memory aids.
Clinical: Can drawings be used to assess maladjustment?
Aesthetic: Children's expressive drawings and their understanding of expression in drawings and art.
Culture and Education: Differences in drawings and art teaching programmes across cultures.
Development: The developmental pattern of children's drawings of realism and expression, and factors that explain such developments.
Cognitive: The relationship between production and comprehension, understanding the dual nature of pictures, drawings as measures on internal representations, drawings as memory aids.
Clinical: Can drawings be used to assess maladjustment?
Aesthetic: Children's expressive drawings and their understanding of expression in drawings and art.
Culture and Education: Differences in drawings and art teaching programmes across cultures.
Module Special Admissions Requirements
Be registered on any Psychology Award
Assessment Details
A 2500 word literature review of a specific research topic (100%) showing evidence of learning outcomes 1-4
Formative Assessment/Feedback:
Formative learning provided in assessment seminar using extracts from past student literature reviews to illustrate marking criteria, and a drop-in session for students to ask questions relating to their literature review.
Formative Assessment/Feedback:
Formative learning provided in assessment seminar using extracts from past student literature reviews to illustrate marking criteria, and a drop-in session for students to ask questions relating to their literature review.
Resources
Learning Resource Centre and Main Library
Access to Psychology databases
Access to Psychology databases
Learning Strategies
Scheduled Learning and Teaching Activities consisting of weekly 2 hour Lectures. In each lecture/discussion session we will discuss material relating to a particular topic, with tasks/questions to complete by the students.
Two hour Seminars. In the first seminar we will consider the pictorial world we live in (the variety and functions of pictures) and why we study children’s making and understanding of pictures. Seminar will also give an overview of the questions in the topic area the lectures will pose, as to highlight important information from the handbook including the assessment.
The second seminar will be dedicated to providing guidance on the assessment, in particular showing extracts from past student literature reviews to illustrate the marking criteria.
A session at the end of the module will be scheduled for you to ask questions about your literature review.
Guided Independent Study: (126)
60 hours tutor guided reading based on the lecture material
26 hours integration and reflection
40 hours assignment preparation
Two hour Seminars. In the first seminar we will consider the pictorial world we live in (the variety and functions of pictures) and why we study children’s making and understanding of pictures. Seminar will also give an overview of the questions in the topic area the lectures will pose, as to highlight important information from the handbook including the assessment.
The second seminar will be dedicated to providing guidance on the assessment, in particular showing extracts from past student literature reviews to illustrate the marking criteria.
A session at the end of the module will be scheduled for you to ask questions about your literature review.
Guided Independent Study: (126)
60 hours tutor guided reading based on the lecture material
26 hours integration and reflection
40 hours assignment preparation
MODULE TEXTS
Module Text: Jolley, R.P. (2010). Children and Pictures: drawing and understanding.Oxford: Wiley-Blackwell
Cox, M. V. (2005) The Pictorial World of the Child. Cambridge: Cambridge University Press.
Golomb, C. (2004). The child’s creation of a pictorial world (2nd edition). Berkeley: University of California Press
Luquet, G. H. (2001). Children’s drawings. London: Free Association Books.
Milbrath, C., & Trautner, H.M. (Eds.). (2008). Children’s understanding and production of pictures, drawing and art: Theoretical and empirical approaches. Hogrefe and Huber.
Cox, M. V. (2005) The Pictorial World of the Child. Cambridge: Cambridge University Press.
Golomb, C. (2004). The child’s creation of a pictorial world (2nd edition). Berkeley: University of California Press
Luquet, G. H. (2001). Children’s drawings. London: Free Association Books.
Milbrath, C., & Trautner, H.M. (Eds.). (2008). Children’s understanding and production of pictures, drawing and art: Theoretical and empirical approaches. Hogrefe and Huber.
Web Descriptor
The module examines children's making and understanding of pictures, as well as relating the research findings to more general developmental, cognitive, clinical, aesthetic, educational and cross-cultural issues in child development. Examples:
Development: The developmental pattern of children's drawings of realism and expression, and factors that explain such developments.
Cognitive: The relationship between production and comprehension, understanding the dual nature of pictures, drawings as measures on internal representations, drawings as memory aids.
Clinical: Can drawings be used to assess maladjustment?
Aesthetic: Children's expressive drawings and their understanding of expression in drawings and art.
Culture and Education: Differences in drawings and art teaching programmes across cultures.
Development: The developmental pattern of children's drawings of realism and expression, and factors that explain such developments.
Cognitive: The relationship between production and comprehension, understanding the dual nature of pictures, drawings as measures on internal representations, drawings as memory aids.
Clinical: Can drawings be used to assess maladjustment?
Aesthetic: Children's expressive drawings and their understanding of expression in drawings and art.
Culture and Education: Differences in drawings and art teaching programmes across cultures.