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Taylour Beamer Orange Childrens Drawing Analysis

For this drawing analysis we were able to choose a drawing from a selection of childrens drawings. The drawings varied in the age and gender of the child. After we selected our drawing we had to decide which stage of drawing the child was in. The stages we chose from were the Scribbling Stage, the Preschematic Stage, the Schematic Stage, the Gang Age, the Pseudo-Naturalistic Stage, and then Adolescent Art. We did research on each stage to help us determine which stage our drawing would be in. From the research we were able to determine the characteristics of the stage the child was in as well as what time of instruction we should give the child. My childrens drawing is titled, Boy. The focus of the drawing is the main thick black line that almost creates a complete oval. There are a few other random scribbles on the paper that are faint and not as bold as the main scribble line. I believe that this child is in the Scribbling Stage which is ages 2-4. I think this child is specifically in the middle of this stage, the scribbling is more controlled. According to Brittain, W.L. & Lowenfeld (1970), a child in the controlled scribbling part of the Scribbling Stage will use small marks, repeated motions and can copy a circle. The child watches the scribbles as he is drawing and uses a wrist motion. With controlled scribbling, the child stays within a drawing area and may focus on certain part of the drawing. The child may draw around previous marks on the page. If the child was drawing a human in this stage he would use circles, lines, loops and swirls (pg. 474). According to the Board of Education of Baltimore County in Art Experience Develop Visual Perception (1974), this stage can also be called the Random Scribbling Stage which is characterized by the child making meaningless marks with any available instrument on a surface. There is little or no muscular control over the scribbles (pg. 53). This drawing also shows the simplicity principle. Wilson, M. & Wilson, B. (1982) state,

the most basic of all the graphic principles is the simplicity principle, which seems to direct the child to depict an object in as simple and undifferentiated a way as conforms to the childs expectations for the depiction of the object, (pg. 59). The drawing is a very simple depiction of a boy. The child is around 2-4 years old so you wouldnt expect the child to draw the depiction of a boy very detailed and realistic. The way the child drew this drawing was the childs expectation for the depiction of the object. My instruction for this student would be to continue to just scribble and experiment with different art materials. This child is fairly young so experimentation is important. I wouldnt try to make the child make a certain project but let them just freely draw whatever they wanted to. According to Board of Education of Baltimore County in Art Experience Develop Visual Perception (1974), you shouldnt distract the child with discussion (pg. 53). It is important for a teacher to have an understanding of childrens art development. Knowing the stages of art development allows the teacher to know what to expect from the children at different ages. You can also see why children draw the way they do at certain ages. Another good reason for teachers to know the stages is to help children who arent at the appropriate stage in drawing for their age level. Something might be going on with the child if they are still in the Scribbling Stage at age ten.

References Art Experience Develop Visual Perception. Board of Education of Baltimore County, 1974. Pgs 6-9. Brittain, W.L. & Lowenfeld. (1970) Creative and Mental Growth. New York, NY. Macmillan Co. pgs 474479. Wilson, M. & Wilson, B. (1982). Learning to draw: nurturing the natural. Englewood Cliffs, NJ: Prentice Hall. Pgs 39-47.

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