CULTURE AND VISUAL REPRESENTATION IN CHILDREN’S UNSOLICITED GRAPHIC ART: INSIGHTS WITH PEDAGOGICAL IMPLICATIONS

Abstract

Children utilize graphic art as a medium of visual communication to express their social learning,
self-awareness, societal values, and community identity. This case study examines how children
represent culture in their spontaneous graphic art and discusses the emerging educational
implications. Data were collected through interviewing selected teachers and students, observing
children engaged in drawing activities, and analysis of the artwork produced. The findings reveal
that children’s spontaneous art serves as a vessel for cultural knowledge and a preferred mode of
expressing daily life and gender roles. Educational implications from the study include fostering
self-expression, cultural identity portrayal, and enhancing visual communication between the
young artists and their audience.