1. 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. 

3. 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.

4. 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.

5. 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

6. 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.

7. 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

8. 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?

9. The Process:
Question: what are some of the processes you have experienced in this class?
Not all creative process results in a “product.”

10. 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.

11. 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.

12. 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.

13. 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)

14. 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.

15. 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.

16. 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.

17. 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.

18. 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.

19. 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

20. 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.

21. 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

22. 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.

23. 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.

24. 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.

25. 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.

26. 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.

27. 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.

28. 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.

29. 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

30. 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

31. 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

32. 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

33. 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

34. 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

35. 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. 

36. 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!

37. 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?