Running head: A CHILDS DRAWING ANALYSIS 1

A Childs Drawing Analysis

Kaitlyn Holbrook
University of Missouri

A CHILDS DRAWING ANALYSIS 2

A Childs Drawing Analysis
It is evident that artistic development is extremely important during childrens early
stages of development. Unfortunately, many adults do not understand the importance of
the arts in child education because it was not necessary when they were growing up. When
they were growing up everything was paper, pencil and books, rather than computers. Now
that technology has advanced so much it is proving it can replace human left brain (Pink,
2006, p. 44). Teachers need to take on the responsibility of using art in the classroom so
that children can fully develop their brain and have skills beyond left brain thinking.
Erickson and Young (1996) explain, childrens abilities to create drawings and to
understand art develop in a parallel fashion to changes in the cognitive, emotional, social,
and physical growth (p. 37). Just like there are distinct stages of development in children
cognitively, there are also predictable stages in their artwork. These stages are known as
Lowenfeldian stages, which include the scribbling stage, preschematic stage, schematic
stage, gang age, pseudo-naturalistic stage, and adolescent art (Lowenfeld, 1970). If teachers
can identify what stage their students are in then they will be able to encourage them to
grow in their artistic abilities. There are many ways that teachers can connect art into the
content areas that they are teaching. In class we viewed pieces of art that could be
compared and contrasted to one another. We decided that this could be tied into English
classes if teachers allowed them to write down their thoughts about the two art pieces.
There are ways to tie art into every content area if teachers put in the effort to make it an
important part of the school day.
Description and Analysis
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The piece of art that I am analyzing is a picture of a young girl, possibly a self-
portrait. For many reasons I would predict that this artist is a nine-twelve year old girl in
the gang age stage (Lowenfeld, 1970). One reason for this prediction is the great detail that
is used in the picture. The artist put peace signs all over the girls shirt and the part of her
pants that is visible is shaded in. The background of this picture is completely filled. It
seems as if she might be standing outside. The top part of the page looks like the sky and it
connects to the bottom part of the page, or the horizon, where she drew trees and grass.
There is no area on the paper that is left blank and this kind of detail is a characteristic of
the gang age stage (Lowenfeld, 1970).
Another characteristic of the gang age stage that is portrayed in this picture is less
exaggeration, distortion, and omission of body parts to show emphasis (Lowenfeld, 1970,
p.49). This characteristic is portrayed in this picture because every body part is
proportionate to the whole. Less developed artists might make the eyes much smaller than
the other facial features or use geometric shapes to make body parts. For instance, rather
than making the neck a simple rectangle, the neck in this picture has a curve to it as if the
portrait was a real person. The only body part that is left out are the girls hands. This is
common in this stage because the artists are aware of making body parts proportionate
and hands are very difficult to draw the correct size. Rather than attempting to draw the
hands this artist decided to lead the arms into the pants pockets; this is a way for the child
to avoid imperfections and be satisfied with their art.
While analyzing this piece of art I recognize the use of the right side of this artists
brain. According to Pink (2006), The left [hemisphere] can grasp the details. But only the
right hemisphere can see the big picture (p. 23). The two hemispheres process
A CHILDS DRAWING ANALYSIS 4
information in different ways. The left-brain processes logic, sequencing and facts, while
the right brain processes creativity, imagination, and feelings (Pink, 2006). Based on the
differences in how the two sides process information it would be near impossible to create
art without a strong right hemisphere. When the artist created this picture she primarily
used the right side of her brain because she put all of her ideas together to create one
picture. The right hemisphere helped her create an entire scene with the ideas she had,
which is something the left hemisphere is not capable of alone. The two hemispheres are
designed to work together as a smooth, single, integrated whole in one entire, complete
brain (Pink, 2006, p. 25). The misconception that the left hemisphere is more important
than the right needs to come to an end because it takes both hemispheres to create a whole
brain. It is important for school systems to incorporate the arts daily in order to develop
both sides of the brain. If it were not for the right hemisphere this picture would consist of
many ideas on a page that do not tie together. Rather than being a picture of depth and
meaning it would be linear.
Conclusion
Teachers understanding of childrens art development creates benefits for both the
students and the teacher. When teachers understand art development they have the ability
to incorporate art into their everyday curriculum. For example, Social Studies is a subject
with a lot of diversity and personal connections. The different backgrounds of students are
taught during Social Studies courses and art is a remarkable way for students to express
their thoughts on those personal topics. This makes their lessons more hands-on and can
really benefit their teaching style. Students benefit from teachers understanding of art
development because they will learn more effectively. Teachers who encourage students
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to use the right side of their brain will have more creative and imaginative students. As
discussed in Pink (2006), logical and analytical abilities alone can no longer guarantee
success (p. 108). When these students grow up and need a job they will need the creativity
that sparks from the right hemisphere. If their teachers support and understand art
development their students will have the skills they need in order to get a job and be
successful in the future.
If teachers or students are not informed of the ideas of art development there could
be major consequences. If teachers are not informed of art development their curriculum
may not be effective. According to Luehrman and Unrath (2006), this kind of knowledge is
essential for choosing age-appropriate teaching strategies and content for the units and
lessons that the teacher develops (p. 71). A teachers lesson could be hindered if they do
not have an understanding of their students artistic development. Without art students
futures could be hurt. The future needs people who can think simultaneously and see the
big picture. If art is cut out of schools then students will not be successful when they
graduate the school system. Art in the school system is vital. It gives students an
opportunity to question norms and grow as individuals. Art development should be viewed
on the same level of importance as the other core subjects.

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References
Brittain, W.L. & V. Lowenfeld. (1970) Creative and Mental Growth. New York, NY. MacMillan
Co. pgs. 474-479
Erickson, M. & B. Young. (1996) What Every Educator Should Know. School Arts. pgs. 36-38
Luehrman, M. & K. Unrath. (2006) Making Theories of Childrens Artistic Development
Meaningful for Preservice Teachers. Art Education. pgs. 71-77
Pink, D. H. (2006) A Whole New Mind: Why Right-Brainers Will Rule the Future. New York,
NY. Riverhead Books.

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