Colorful Wishes

Abstract

Integration of curricular content areas and infusion of the arts as a framework for helping students make connections and explore concepts has gained support in the education literature throughout the past 20 years. Furthermore, creating learning environments that are consistent with constructivist principles has been promoted as a theoretically viable pedagogical approach. This article explores the products created by third-grade students who used drawing and discussion as precursors to narrative composition. Illustrations of their social stories are included.

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