Abstract
This study examines how three different feedback methods and three different drawing approaches influenced peer interaction among fifth-grade students and their communication with the researcher who taught them six drawing lessons. Analysis of video and audiotapes of the drawing time during each session resulted in a compilation of categories of talk that took place among subjects and between them and the researcher/teacher. Findings suggest that frequency of different types of talk was influenced by the form of teacher feedback, the drawing approaches used in the lesson, and other contextual factors. Additional study of classroom instruction is recommended to gain further understanding of how student learning is affected by communication during art lessons.
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