WELCOME TO WEEK SIX 10/1/2014

Artistic Development in Children.In Class Assignment: Analyzing Children’s DrawingsFor Next Week: Let ‘Em Eat Cake: 5 pts. 

YOUR ART Who brought some of their own

childhood art to share with class tonight?

Please take it out and share with your small group. (5 minutes)

Label it with your name and turn it into your folder.

LET EM EAT CAKE! For next week: 5 points Bring in some type of cake to share with

your classmates (homemade or store bought).

Bring what you need to serve it. I will provide: plates, forks and napkins.

MURAL PAINTING

With the large butcher paper on your table and the “brushes” provided:

Paint a group mural that expresses your emotions tonight

Plan your painting as a group Explore your emotional connection to

the painting as you go.

30 minutes

WHAT DO WE KNOW ABOUT CHILDREN’S ARTISTIC DEVELOPMENT? Children scribble before they can

engage in controlled drawing. Children “play” with colors before they

can paint recognizable pictures. Children draw what is familiar to them.

RESEARCHERS WHO EXAMINE CHILDREN’S CREATIVE EXPRESSION FOCUS ON:

What children choose to represent: the content

How children create: their process

Why children choose to create that: their motive

What they complete as a result: the product

THE CONTENT: REFERS TO THE SUBJECT MATTER. These “choices” follow the same pattern as most aspects of development; from inside to outside—about

themselves, then the world around them.

what is concrete to what is abstract.

simplicity to complexity.

What else might influence children’s themes as they grow?

THE PROCESS:

Question: what are some of the processes you have experienced in this class?

Not all creative process results in a “product.”

THE MOTIVE: may be clear or unknown.

exploration may be physical, cognitive, or emotional .

the same “product” may stem from a different motive at different times.

THE PRODUCT: is influence by the

creators interpretation.

It may not resemble the subject matter except in the mind of the artist. Beauty and the meaning is in the eye of the beholder.

THEORIES OF ARTISTIC DEVELOPMENTTheory Informs Practice! What we do with children, the

experiences we provide stem from our understanding about development.

Children’s stages of physical development influences their artistic expression.

Children’s art is indicative of their emotional makeup, personality, temperament and affective state.

THEORIES OF ARTISTIC DEVELOPMENTTheory Informs Practice! Perception (how the child

interprets the world cognitively) influences their artistic expression. What the child is able to focus on may influence the outcome.

Children can only draw, or represent, what they really know and understand. A child’s understanding of a concept is determined by their in-depth experience with it. (pierced ears, long hair, beards)

A GENERAL DEVELOPMENTAL EXPLANATION FOR CHILDREN’S ART

considers children’s social, cultural and environmental factors and see’s children’s artistic development occurring in stages.

It is important to remember that development is a fluid, dynamic process.

RHONDA KELLOGG: was a leading nursery school educator

and internationally known authority on children’s art.

She organized San Francisco’s first nursery school in 1928.

For over 20 years she collect a million samples of children art done all over the world.

KELLOGG’S EPIC STUDY ILLUSTRATED THAT: children from all over the world draw the

same thing in the same way at similar ages. the artistic impulse is universal. children all over the world represent similar

things in exactly the same way.

KELLOGG’S STAGES OF PRESCHOOL ART

About 2 years of age: children begin to scribble. (The Scribble Stage) Scribbles at this stage reflect the

developmental drive to explore and experience their environment.

Scribbles are the building blocks of art.

Scribbling itself has its own development.

As children develop the placement of the scribbles becomes the focus.

KELLOGG’S STAGES OF PRESCHOOL ART

By the age of 3 children’s drawings include shapes or diagrams (Basic Forms Stage) mandalas or circular

shapes are prominent at this time: sun figures, flowers, people.

In the subsequent stage children combine diagrams or create structured more complex designs.

Three or more “combines” form an aggregate.

KELLOGG’S STAGES OF PRESCHOOL ART

Between 4 and 5 children enter the pictorial stage and begin to represent objects; most notably people.

(The Pictorial Stage) has a progression all of its own: Ages 4-5 “People”: these first appear

as a large head with arms and legs extending from the head.

Ages 4-6 “Beginning Recognizable Art”: Drawing is now recognizable. Several unrelated objects are on a page Drawings are built upon the figures and

shapes mastered during the previous stages

Ages 5-7 “Later Recognizable Art”: The entire page tells a story May see birds, trees, people, flowers,

suns, houses and kites

LOWENFELD AND BRITTAN’S: research focused on how

children’s artistic expression reflected their mental/cognitive development.

The progression of children’s artistic development shifts from exploration and manipulation of medium to the representation of images and feelings.

DISORDERED AND RANDOM SCRIBBLINGDevelopment: Whole hand grip Uses arm and shoulder Focuses on physical action and movement Pleasure from the act of mark making/process

oriented

Evidence: May scribble beyond the confines of the paper Haphazard lines from accidental, random

marking Spends limited amount of time on drawing

CONTROLLED SCRIBBLING:Development: Watches intently while scribbling. Spends more time and energy on drawing. Shows more interest in the result of the

marks. Uses wrist motion with greater control of

marks.

Evidence: Stays within the drawing area of the

paper. Drawing shows a variety of lines, more

intricate lines and directions. Wider range of scribbles. Areas of concentration demonstrating the

use of wrist in creating drawing.

NAMES SCRIBBLING:

Development: Begins to show more intention in

placement of scribbles Shows better control of drawing

tools. Spends more time on drawing.

Shows increased concentration, more attention to drawing.

Cognitive leap allows for movement from physical expression only to using drawing to stand for their experiences in the world.

NAMES SCRIBBLING:Evidence: Drawings now represent

experiences. Show more diversity of marks Child may spontaneously

name drawing. The product/drawing may

change throughout the drawing.

May not look like what child has named it.

Child relates scribbles to things in his/her environment.

EARLY REPRESENTATIONALDevelopment: Can visually recall images or experiences. Appearance of geometric shapes. Greater control over drawing. Symbolic representation is built from

former scribbles. Art is personal self representation, rather

than public communication. Symbols are personal and idiosyncratic. Explains drawing and ideas in great detail.

EARLY REPRESENTATIONAL:Evidence: May rotate paper while

drawing. Placement and size of figures

random and out of proportion. Random floating spatial

arrangement. Omission or distortion of

human body parts. More details such as fingers,

toes and hair. Objects drawn as isolated

entities with no relationship to each other.

PRESCHEMATIC STAGE:

Development: Fully understands experiences to be

represented. Feelings dominate. Draws things that are not personally

meaningful. Plans and thinks ahead about what they

will draw. Drawings are fanciful and imaginative. Enjoys talking about their art. Color used randomly but not realistically.

PRESCHEMATIC STAGE:Evidence: Objects are drawn facing

forward. Drawings are recognizable

to others. Proportion and size are

more realistic. Pictures have a top and a

bottom. Feelings lead to distortions,

omissions and exaggerations.

Much more detail and complexity.

SCHEMATIC STAGE: Form concepts are well-developed and

repeated. Two dimensional spatial

representation Drawing reflects child’s concept; not

perception of an object Baseline appearing to portray space. Evidence: Detailed and decorative Human figure made up of geometric

shapes repeated and refined

AGES 9 AND UPDawning Realism: Greater Awareness of Details The plane replaces the baseline Objects are draw smaller and with

less distortion

Pseudonaturalistic/Realistic Drawing: Detailed human figures Cartoon characters and action figures

appear Depth and proportion appear End of spontaneous art

A COGNITIVE DEVELOPMENTAL EXPLANATION FOR CHILDREN’S ART

Suggests that children’s artistic expression is influenced by the four distinct stages of cognitive development: (Piaget) Sensory Motor: Exploratory scribbles Preoperational: Shapes and designs Concrete Operations (mental

representation): Pictorials Formal Operations (abstract thinking):

Pseudorealism/abstract designs and depictions

SCHIRRMACHER’S STAGESI: Manipulation: Scribbling and Mark Making (1-2 years) Non-verbal expression Sensory appeal From random to

intentional: Look what I can do

SCHIRRMACHER’S STAGESII. Making Shapes/Outlines/Designs: Symbols with Personal Meaning (2-4 years) Mandalas, stick figures, lollipops, hearts:

children begin to represent their experience (schema).

It may only recognizable to the artist Children begin to combine colors and

shapes

SCHIRRMACHER’S STAGESIII. Pictorial Art That is Becoming Recognizable to Others (4-6 years) Details become important Work on mastering elements of art

(shapes) Preplanning may be an aspect of artistic

expression at this time. Children are driven to artistic expression

with universal meaning (children’s representations may all look alike: copying)

Production is copious. This is similar to the drive for mastery seen in middle

SCHIRRMACHER’S STAGES

IV. Realistic: (5-8 years) Photographic realism Placement, size, depth, proportion and

shading Gender roles and expectations/media

impact artistic expression What they think/others think about

their own art matters. 

WITH YOUR SMALL GROUP:

Each group will have one set of children's work. Identify the stage of artistic development of each

(Kellogg and Schirrmacher’s Stages) Identify the stage based on Lowenfeld and Brittan’s

work Cite at least TWO pieces of evidence to support your

conclusions. In the early art identify the basic scribbles children used

in their drawings using the charts provided Make your notes on the back of each of the samples

given. Place the children’s work in chronological order based

on your assessment; youngest on the top. Staple them together before turning them in.

PUT GROUP MEMBERS NAMES ON A PIECE OF PAPER ON TOP!

NEXT WEEK: Observation Assignment DUE 10/15/2014 – 2

WEEKS! Revised Course outline – Any questions?

Nanette here in the start of class (Maybe) – I’m coming from San Francisco

Read Chapter 6 Bring YOUR favorite Cake! (5 points) Take Home Midterm given out NEXT week

Questions?