Chapter 5 CHILDRENS ARTISTIC DEVELOPMENT Copyright 2012 Cengage

  • Slides: 22
Download presentation
Chapter 5 CHILDREN’S ARTISTIC DEVELOPMENT Copyright 2012 Cengage Learning. All Rights Reserved.

Chapter 5 CHILDREN’S ARTISTIC DEVELOPMENT Copyright 2012 Cengage Learning. All Rights Reserved.

Objectives • After reading this chapter, you should be able to: – Discuss and

Objectives • After reading this chapter, you should be able to: – Discuss and critique the different explanations for the development of children’s art. – Match the corresponding artistic accomplishments with Kellogg’s and Lowenfeld and Brittain’s stages. – Give an overview artistic development from birth through age eight using the author’s sequence. – Provide children with painting experiences. Copyright 2012 Cengage Learning. All Rights Reserved.

Early childhood educators are concerned with the content, motive, process, and product of children’s

Early childhood educators are concerned with the content, motive, process, and product of children’s art. Their interest focuses on: • What children choose to include or represent (content) • How children create (process) • Why children create (motive) • What they create as a result (product) Copyright 2012 Cengage Learning. All Rights Reserved.

Content • Content refers to the subject matter or object being represented in children’s

Content • Content refers to the subject matter or object being represented in children’s art. Copyright 2012 Cengage Learning. All Rights Reserved.

Process • Process refers to the actions and skills involved in creating an art

Process • Process refers to the actions and skills involved in creating an art product— cutting and tearing paper, rolling clay, painting, or marking with crayons. Copyright 2012 Cengage Learning. All Rights Reserved.

Motive • Motive refers to the reason underlying a child’s art. Copyright 2012 Cengage

Motive • Motive refers to the reason underlying a child’s art. Copyright 2012 Cengage Learning. All Rights Reserved.

Product • Product refers to the final outcome of artistic processing. Copyright 2012 Cengage

Product • Product refers to the final outcome of artistic processing. Copyright 2012 Cengage Learning. All Rights Reserved.

Theories of artistic development attempt to explain what, why, and how children create. The

Theories of artistic development attempt to explain what, why, and how children create. The theories are similar yet different. Each takes a different slant, perspective, or focus. Copyright 2012 Cengage Learning. All Rights Reserved.

Why does one need a theory of artistic development? A theory provides the overall

Why does one need a theory of artistic development? A theory provides the overall structure or foundation for what we do with children. Different theories suggest different educational practices. Copyright 2012 Cengage Learning. All Rights Reserved.

Theories of artistic development can be grouped into the following categories: • • •

Theories of artistic development can be grouped into the following categories: • • • Physical Emotional Perceptual Cognitive General developmental Cognitive developmental Copyright 2012 Cengage Learning. All Rights Reserved.

Physical Development Theories • A physical explanation for the development of child art holds

Physical Development Theories • A physical explanation for the development of child art holds that the content, process, product, and style of children’s art are indicative of their limited physical development. Copyright 2012 Cengage Learning. All Rights Reserved.

Emotional Development Theories • An emotional explanation for the development of child art holds

Emotional Development Theories • An emotional explanation for the development of child art holds that the content and style of children’s art is indicative of their emotional makeup, personality, temperament, and affective state. Copyright 2012 Cengage Learning. All Rights Reserved.

Perceptual Development Theories • A perceptual explanation for the development of child art holds

Perceptual Development Theories • A perceptual explanation for the development of child art holds that the content and style of children’s art reflects their perceptual development. Perception is influenced by the neurophysiological structure, personality, and prior learning. The perceptual explanation holds that a child draws what he or she perceives rather than what he or she sees. Copyright 2012 Cengage Learning. All Rights Reserved.

Cognitive Development Theories • A cognitive explanation for the development of child art holds

Cognitive Development Theories • A cognitive explanation for the development of child art holds that the content and style of children’s art is indicative of general intelligence and a function of conceptualization. Children can draw or paint only what they know. Copyright 2012 Cengage Learning. All Rights Reserved.

General Development Theories • A general developmental explanation incorporates social, cultural, personality, and environmental

General Development Theories • A general developmental explanation incorporates social, cultural, personality, and environmental factors as well as elements of former explanations. General developmental explanations make use of a stage sequence approach in attempting to explain the artistic expression of the child in holistic fashion. Copyright 2012 Cengage Learning. All Rights Reserved.

Knowing the stages of artistic development will help teachers to: • Understand where a

Knowing the stages of artistic development will help teachers to: • Understand where a child is developmentally. • Set appropriate but flexible expectations, neither too high nor too low. • Plan a developmentally appropriate art program. • Develop a framework for evaluation and for conferences with parents. • Appreciate the processes and products of art during the early years. Copyright 2012 Cengage Learning. All Rights Reserved.

Kellogg’s stages in drawing a human figure LMP: insert figure 5 -7 Copyright 2012

Kellogg’s stages in drawing a human figure LMP: insert figure 5 -7 Copyright 2012 Cengage Learning. All Rights Reserved.

Copyright 2012 Cengage Learning. All Rights Reserved.

Copyright 2012 Cengage Learning. All Rights Reserved.

Piaget and Children’s Art • Piaget believed it more difficult to establish regular stages

Piaget and Children’s Art • Piaget believed it more difficult to establish regular stages of artistic development than of mental functions. • He notes that general development is one of progression, whereas artistic development is one of retrogression. • Piaget holds drawing to be a form of the semiotic or symbolic functions and a representational activity halfway between symbolic play and mental image. • Lowenfeld and Brittain’s stages of artistic development appear to parallel Piaget’s stages of cognitive development. Copyright 2012 Cengage Learning. All Rights Reserved.

Creativity has distinct forms and needs during three developmental phases (Gardner, 1980) • Phase

Creativity has distinct forms and needs during three developmental phases (Gardner, 1980) • Phase I: Preschoolers are instinctively creative, delighted in music, art, drama, and language. • Phase II: Children’s imagination appears to get stuck; they stop engaging in creative processing in favor of a preoccupation with language, games, or peers. • Phase III: Adults experience a convergence of abilities to plan a creative project, implement, and evaluate it. Copyright 2009 Delmar Learning. All Rights Reserved.

Project Zero Young Children • Gardner and his colleagues have documented a nonlinear U-shaped

Project Zero Young Children • Gardner and his colleagues have documented a nonlinear U-shaped developmental pattern in children’s artistic development, with young children more like the mature artist than an older peer. Copyright 2012 Cengage Learning. All Rights Reserved. Adult Artists

Schirrmacher’s Stages: A General Overview of Artistic Development I. Manipulating the media: scribbling and

Schirrmacher’s Stages: A General Overview of Artistic Development I. Manipulating the media: scribbling and mark making (one–two years) II. Making shapes, outlines, designs, and symbols that have personal meaning (two–four years) III. Pictorial art that is becoming recognizable to others (four–six years) IV. Realistic (school-age, five–eight years) Copyright 2012 Cengage Learning. All Rights Reserved.