ABSTRACT
Two important conceptual stages in designing and making technological products are ‘imaging’ and ‘realizing’. Drawing is one of the bridges between the two. Different kinds of views are held about drawing in educational and psychological circles. One view is that drawing affords a convenient window into the child’s mind. That underlies certain methods of psychological research and theories of cognitive development (Lowenfeld and Brittain 1970; Freeman 1980; Gardner 1980). Another view is that drawing is useful in the planning stages of the design and making processes as a means of communicating ideas, intentions and proposals. The Programmes of Study for the national curriculum, and the levels of attainment statements, clearly define drawing as a tool in that process, in association with the ‘modelling’ of ideas by other means (DfE 1995: 2). I set out to explore something of the nature of imaging and drawing, trying to relate curriculum expectations, classroom experience, and my understanding of children’s use of drawing in technological activities.
