Te presentamos
Tu nuevo asistente de presentaciones.
Perfecciona, mejora y adapta tus contenidos, busca imágenes relevantes y edita elementos visuales más rápido que nunca.
Búsquedas populares
https://nurusyahiraidris.wordpress.com/2017/04/02/psv705-viktor-lowenfeld/
(1903-1960)
1949 published Creative
and Mental Growth
Became the single most influential textbook in art education. Used to develop many elementary school art programs because of its explanation of child art.
https://www.youtube.com/watch?v=RbqItZykQ2U
https://link.springer.com/chapter/10.1007/978-3-319-44297-6_1
Scribble is also called 'mark making'. The marks have meaning to the children even though it may be unrecognizable by others.
Teachers and parents should supply materials that are easy to use for this stage such as crayons, pencils, and washable markers. Stay away from paints.
Scribble stage starts around 1 1/2 years of age until 3.
The scribbling starts out as a desired movement of the arms which later becomes more controlled to form lines to shapes to patterns.
https://pearlscouk.com/2015/08/01/fashion-scribble-mania/
3-4 years old of age.
The 'tadpole' figure emerges. One head with one or more lines .
It has not occurred to the child that they should make the figure look realistic.
Unrealistic human forms.
Abstract shapes - detail is not important to the child at this age.
Child may add body parts to go along with the activity the figure is doing.
Drawings should not be used as a reflection of intellectual ability or growth.
Around 4-5 years of age the most important part of the body will likely be the largest on the figure.
Floating - as students age progresses they will add more items to the drawing, without consideration of spacing or size.
Motivational topics - family, friends, pets. Teachers should consider these topics when planning a drawing activity.
Baseline is helped to organize objects so they no longer appear to float around the page. Each object has a definite place it needs to be.
http://www.scarletstarstudios.com/blog/archives/2006/03/creata_children_1.html
https://www.pinterest.com/milhollandv/childrens-art/
8-9 years of age students strive for a correct visual description of what they are drawing.
9-10 years of age. Students are becoming more critical of their own work.
Position of the viewer is considered instead of a baseline or ground plain.
Details and proportions are a priority to create an image the looks as real as possible.
To practice, students will copy sketches from magazines or other illustrations to learn techniques.
Students will become frustrated without proper instruction for developing their capabilities.
https://kenstonlocal.org/vejar/wp-content/uploads/2014/01/drawingdevelopment.pdf
Color and shading is used as a tool to reflect emotion.
11-13 years of age and determined to reach perfection and make their drawing
as real as possible.
At this developmental stage students have had several drawing experiences throughout the previous stages. Although all levels will still be different.
Students usually have a visual subject in mind that they are trying to illustration.
Students have a connection
to their work and feel it portrays themselves.
https://kenstonlocal.org/vejar/wp-content/uploads/2014/01/drawingdevelopment.pdf
Instill in teachings that art does not always have to
be a realistic image.
classmates to ask questions.
Brutger, Jim. (2011). Art Education Page. Retrieved from http://www.d.umn.edu/artedu/Lowenf.html
Creative and Mental Growth. (2014). Drawing Development in Children. Macmillon Co. Retrieved from https://kenstonlocal.org/vejar/wp-content/uploads/2014/01/drawingdevelopment.pdf
Fussell, Matt. (2011). The Stages of Artistic Development. The Virtual Instructor. Retrieved from https://thevirtualinstructor.com/blog/the-stages-of-artistic-development
Roland, Craig. (2006). Young in Art. artjuntion. Retrieved on July 5, 2019.