The k/1 class has begun a wonderful practice of “writer’s workshop” during the school day. The kids take time every day to create their own stories. While for some of the kids this may look like traditional writing (with letters and words) other kids express their ideas visually through drawing. As we know, drawing is one of the very first literacy skills our kiddos master. It was a lovely practice to observe and most of the kids were super excited to share their drawings with me. However, some of them were a bit more reluctant. Initially I sat down with three boys to observe their writing practice. Though they were each working on their own drawings, they were collaborating: “we’re working on a book.” They narrated their story as they drew, and sometimes added elements to each other’s drawings, collaborating even further.
Their story was about good guys and bad guys, dragon warriors and ninjas, battles and bombs. There was a lot of action, narrated by the writers as they drew. It was amazing to watch these three kids create a story together, each element of their own drawing being inspired by the ideas of their friends. As I was taking notes and pictures of their work, the boys decided that they didn’t want me to photograph their work or write down their words, and that they “didn’t want me to put them online.” I was so bummed when they said this! Their words and drawings were so fantastic and I love the opportunity to highlight the work of our students in this space. But I didn't feel okay publishing their ideas without their permission. In my other life at the UofA as a PhD candidate, I engage in research with young children a lot and help to teach art education students what it means to teach and work with young people. I feel strongly that it is our job to engage in respectful and ethical practices with children, and publishing children’s stories against their explicit request not to do so not jive with this approach. When I asked the boys why they didn't want me to publish their work, they said, “grownups don’t like killing and these are about killing.” Children understand what we (as adults, parents, teachers) are comfortable with and what we are not, and they will censor their own work to meet our expectations, whatever they may be. How can we create a classroom culture where our students feel comfortable to share their drawings “about killing” and not feel the need to censor themselves? Perhaps it starts with listening to their requests about how and where their work is shared.
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