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Copy of ED 551 : Stages of Artistic Development in Children
Transcript of Copy of ED 551 : Stages of Artistic Development in Children
Development in Children. Lowenfeld’s Stages: Scribble Stage : 2 - 4 Preschematic Stage: 4 - 6 References The Scribble Stage : 2-4 years of age
Preschematic Stage: 4-6 years of age
Schematic Stage: 6-9 years of age
Dawning Realism Stage: 9-11 years of age
Pseudo-Realism Stage: 11-13 years of age
Additional stage you may find:
Period of Decision: 14-17 years of age Child has limited fine motor skills.
Drawing process is very physical. Drawing continue to look human or animal like.
Child is now "perceiving" what he sees and relating it with mark making.
Color usage is very emotional
"the cat is blue because it is my favorite color."
Spatial relations, proportions, etc are not important at this stage. http://www.d.umn.edu/~jbrutger/Lowenf.html
http://www.ed.gov.nl.ca/edu/k12/curriculum/guides/art/primaryelementart/part_p2-19.pdf Understanding the stages of artistic development will help you understand what is age appropriate for your students! You will also be more understanding of troubles they may have learning new concepts or relating to their artwork. Mark making is disordered and uncontrolled .
Speed and boldness of mark making can reflect a child's personality. Phase I Phase II Gradually marks become more controlled and repetitive. Often see heavy use of zig zags or circular motions.
As children become able to verbally communicate:
They can name images in their scribbles
Tell stories about their drawings
Imagination comes out through drawings.
Visible marks are usually human figures
Tadpole phenomenon http://thevirtualinstructor.com/blog/the-stages-of-artistic-development http://thevirtualinstructor.com/blog/the-stages-of-artistic-development Tadpole phenomenon What teachers can do: Choose topics that allow students to explore their sense of self. Use prompts that call upon a student's experiences! http://mommyme-thewonderyears.blogspot.com/2011/03/journal-drawings-age-4-5.html Schematic Stage : 6 - 9 Child is able to understand how to relate space in drawings.
Concepts of "up and down"and "big and small" become more apparent.
We begin seeing a common line, or baseline, appear across the page.
the baseline usually divides the ground and the sky.
Over exaggeration of size is based on the emotion of the child.
The "X-ray Phenomenon" is often seen Teacher tip: Display art to promote a discussion with your students. Dawning Realism : 9 - 11 Often referred to the "gang stage".
Art starts to reflect a child's personality and self awareness.
Art style has become more realistic.
Colors are truer to life.
objects change size due to their point of perspective in the picture.
Subject matter can still be fantasy based; often they focus on on main subject while filling the rest of the space with generalized symbols or surroundings.
Children show higher levels of frustration with the artistic process.
Due to a need for perfection
Want of conformity
Reflects students' increased needs for social interaction.
Students begin to think more logically and are able to set parameters for themselves with less guidance from adults. Teacher tip: At this stage, and the next, need to be taught observational techniques and how to communicate in a visually descriptive way . Pseudo-Realism: 11-13 Also called "Age of Reason" and "Adult-like Naturalism" Student begin focusing on the end product.
They no longer focus on how fun a process is.
emphasis on perfection.
Students begin viewing work in one of two ways Visual or non visual.
Students have more interest in new mediums
Artistic ability is hindered due to coordination and physical growth consistency issues.
Student self-esteem is generally lower which causes some segregation based off gender. Visual Non Visual Work is drawn from life.
Emphasis on the human figure, though gender is exaggerated
Images resemble a stage set or diorama
Color is realistic
More focus on proportion.
Can be cartoon-like Students begin to think more abstractly
This style of work tend to be more emotional and subjective. Artists are more emotionally connected to their work.
Color is used in a symbolic way. Teacher Tip: Introduce students to many different artists and art styles. This will help show them that there isn't a wrong way to create art. Period of Decision: 14 - 17 This stage is very similar to the previous stage.
Art becomes increasingly more "adult like".
Motivation for art is based on social issues and emotions.
Huge focus on individualism and uniqueness instead on the "gang" mentality.
Students decide whether or not they want to continue pursuing artistic development at this stage. http://www.rpl.lib.nh.us/programs/artexhibit/art200904/art200904.html http://www.countynewsonline.org/senior.html http://graphicguide.weebly.com/dawning-realism.html http://thevirtualinstructor.com/blog/wp-content/uploads/2011/06/Stages-of-artistic-development-stage-5.gif This middle school lesson is about aboriginal dot painting. The lesson not only teaches the students about another culture, it also teaches them about a non-naturalistic art form, and makes them think in a more visually descriptive way. "Aborignial Dot Painting", HTHvideo, 1-22-2009 http://www.sweethappylife.com/2012/activities/preschool-activities/painting-with-watercolors-glue-and-salt/ At Sweethappylife.com you can find the activity depicted left. This watercolor activity takes the concept of scribble drawing to a new medium. With supervision this can be a great activity to promote artistic development at this age. click the link below for more information: http://www.sweethappylife.com/2012/activities/preschool-activities/painting-with-watercolors-glue-and-salt/c Lets recap!