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. 

Your Art 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.

Let Em Eat Cake! 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.

Mural Painting 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

What do we know about children’s artistic development? 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.

Researchers who examine children’s creative expression focus on: 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: refers to the subject matter. 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.”

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

The Product: 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.

Theories of Artistic Development 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.

Theories of Artistic Development 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)

A General Developmental Explanation for children’s art 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.

Rhonda KellogG: 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.

Kellogg’s epic study illustrated that: 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.

Kellogg’s Stages of Preschool Art 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.

Kellogg’s Stages of Preschool Art 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.

Kellogg’s Stages of Preschool Art 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 a story May see birds, trees, people, flowers, suns, houses and kites

Lowenfeld and Brittan’s: 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.

Disordered and Random Scribbling 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

Controlled Scribbling: 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.

Names scribbling: 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.

Names scribbling: 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.

Early representational 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.

Early representational: 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.

Preschematic Stage: 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.

Preschematic Stage: 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.

schematic Stage: 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

Ages 9 and up 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

A Cognitive Developmental Explanation for children’s 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

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

Schirrmacher’s Stages 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

Schirrmacher’s Stages 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

Schirrmacher’s Stages 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. 

With your Small Group: 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!

NEXT WEEK: 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?