WELCOME TO WEEK SIX 1012014 Artistic Development in

WELCOME TO WEEK SIX 10/1/2014 Artistic Development in Children. In Class Assignment: Analyzing Children’s Drawings For Next Week: Let ‘Em Eat Cake: 5 pts.

� 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.

� 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.

� 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

� 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.

� 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: 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. ”

�may be clear or unknown. �exploration may be physical, cognitive, or emotional. �the same “product” may stem from a different motive at different times.

�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.

Theory 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.

Theory 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)

�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.

� 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.

� 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.

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.

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.

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 � May see birds, trees, a story people, flowers, suns, houses and kites

�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.

Development: � 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

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.

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.

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. �

Development: � 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.

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. �

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.

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. �

� 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

Dawning 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

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

I: Manipulation: Scribbling and Mark Making (1 -2 years) � Non-verbal expression � Sensory appeal � From random to intentional: Look what I can do

II. 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

III. 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

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.

� 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!

� 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?