Verbalization as a Threshold in Children’s Drawing Encounters

Abstract

Abstract Centered on the drawing practice of a four-year old boy, the author of this essay considers the extent to which verbalization, as a threshold, enables the child-adult and researcher-participant relationship to be consumed and continually re-articulated as something other than. In doing so, the author of this essay forwards the idea that the relational space of verbalization-in addition to subtending, supplementing, and extending the images of others that one wields-induces one’s knowing and being into an encounter with difference.