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https://nurusyahiraidris.wordpress.com/2017/04/02/psv705-viktor-lowenfeld/

Developmental

Stages in

Art

(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.

Muzart - Stages of Artistic Development -

Explanation Video

Stages of Artistic Development

https://www.youtube.com/watch?v=RbqItZykQ2U

Scribbling

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.

Pre-Symbolism

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.

Pre-Symbolism

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.

Symbolism

  • 5-6 year of age - using shapes to create objects. Having more detail and order to their design.

  • They're design represents their own active knowledge of a subject.

  • Body figures start to take form including all appropriate parts, such as head, body, arms, legs.

  • They're life experiences help to shape their figures.

Baseline

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.

Baseline

http://www.scarletstarstudios.com/blog/archives/2006/03/creata_children_1.html

Multiple baselines

  • As children's lives become more complex, their drawings have more objects that represent a greater significance. The whole page can include a ground, floor, or sky.

Multiple baselines

https://www.pinterest.com/milhollandv/childrens-art/

Space & time representation

  • Advances to detail and importance for what should be included increases with the age of the child.
  • Each picture shows the activity over a period of time. Students are telling a story and showing an action.
  • X-ray - as students progress in age they value the importance of images within another image.

Space & time representation

Realism

Realism

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

Pseudo-Naturalist

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.

Pseudo-naturalist

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

Decision Stage

Decision Stage

  • 13-16 years of age. Children feel they are either good at drawing or not. Some will continue to practice to improve their skill or stop because they think they will never improve.
  • To develop their talent, they will need to continue to practice and possibly follow the guidance of a leader.

Artistic development

in the classroom.

  • Expose children to realistic and imaginative art.

Instill in teachings that art does not always have to

be a realistic image.

  • Always have supplies and materials available to be used at any time.

Applied in the classroom

  • Anything can be art and diversity is welcomed. The more abstract the better for some artists. Encourage children to take chances and to be creative.
  • Allow students to share their art with classmates either with displaying it or describing it to the class. Allow

classmates to ask questions.

  • Encourage shading and using shapes to create abstract figures.
  • View art in your community to inspire creativity and styles.

References

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

References

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.

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