Verbalization as a Threshold in Children’s Drawing Encounters

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.