ARTISTIC DEVELOPMENT FRAME

1. ARTISTIC DEVELOPMENT FRAME “ Every child is an artist. The problem is how to remain an artist once he has grown up.” Pablo Picasso

2. Artistic Development • Connection between development and learning encompassing both biological maturation and cultural factors that influence timing and range of ability. • Any drawing system a child eventually selects needs to be socially validated, culturally shared and deemed worthwhilefor its active exploration to take place. • Universal to the unique sequencein development along with a natural development from non-representational to representational. • Needs: • Experiences to visually demonstrate growth over time • Access to materials, media and ideas • Adults that are sympathetic and encouraging observers, but also active participants and contributors to artistic development. Visual Verbal Meaning Making

3. Artistic DevelopmentFrom the Universal to the Unique • Developmental Path Adolescent Art First Draft Knowledge Literal Period Visual Verbal Meaning Making

4. Scribbling 2-4 years • Random/Uncontrolled: Large muscle, kinesthetic pleasure, Uses whole hand, Looks away while drawing, draws off the page, ignores previous marks • Controlled: Repeated motion, smaller marks, Circles, lines, loops and swirls are prefigural, Watches while drawing, Connection between motion and marks • Naming: Purposeful placement, Empty space has meaning, Marks and actions may be named before, during or after Visual Verbal Meaning Making

5. Preschematic 4-7 years • Drawing Characteristics - First attempts at graphic representation, Placement and size of objects are subjective, art is communication with self • Space representation: Objects seem to float on page, paper may be turned, size not in proportion, space surrounds figure • Human figure: Head-feet symbol grows out of scribble, flexible symbol, people smiling and look at viewer, distortions and omission Visual Verbal Meaning Making

6. Schematic 7-9 years • Drawing characteristics: Develop form concept which is repeated again and again, Drawing shows concept, not percept, Bold, direct, flat representation, Reflects a child’s active view of the environment, Color is important • Space representation: Establishment of a BASELINES, Planned choices, Drawings tell a story, Two dimensional organization of objects, x-ray drawings, fusion of time and space • Human figure: Repeated schema for person, Body made up of geometric shapes, volume, correct placement, details emerge, Proportion depends on emotional value, Exaggeration, omission, schema change = experience effect Visual Verbal Meaning Making

7. Gang Age 9-12 years • Drawing characteristics: Self conscious of drawings, peers important, Greater awareness of details and physical environment, Events characterized rather than drawn naturally, cause & effect, Use of pencil then addition of color • Space representation: Emergence of a plane, Depth shown through size of objects, Interrelationship between objects, Horizon line • Human figure: Rigid schema gone, Stiff figures, Awareness of details, clothing, etc. Less exaggeration, distortion and omission, Cartoon figures common Visual Verbal Meaning Making

8. Pseudo-Naturalistic 12-14 years • Drawing characteristics: End of spontaneous drawing, Critically aware of own shortcomings in art, Ability to focus upon selected parts of environment, Details or shorthand increases, Non-literal, personal meaning, Rely on what is seen, World of peers & fantasy • Space representation: Impact of learning style in art work, Action goes on in picture plane, Greater awareness of environment with important elements in detail • Human figure: Closer to correct proportions, aware of joints, actions, facial expression, Satirical cartooning, Concern over physical development, sexual characteristics over-emphasized Visual Verbal Meaning Making

9. Adolescent Art 14-17 years • Drawing characteristics: Conscious development of artistic skills and thinking, Learning style emphasized, Extended attention span, Mastery of any material, Purposeful expression • Space representation: Perspective can be learned and utilized, Awareness of atmosphere, mood, Distortion for purposeful emphasis • Human figure: Naturalistic attempts, awareness of proportions, actions, and details, Exaggeration of detail for emphasis, expression of feeling, Imaginative use of figure for satire Visual Verbal Meaning Making

10. Artistic Learning Observing, Assessing & Valuing Artistic Learning • Process and Product Portfolios • Checklists, Rating Scales, Rubrics • Documentation Panels • Individual conferencing • Student Demonstrations • Games, quizzes, library research Visual Verbal Meaning Making

11. Artistic Development From the Universal to the Unique Developmental Needs: • Experiences to visually demonstrate growth over time • Access to materials, media and ideas • Adults that are sympathetic and encouraging observers, but also active participants and contributors to artistic development. Artful Dialogue: • Can we put that drawing idea into clay? • Look at the colors in those leaves? How would you describe them? • What size paper do you need for your idea? • Your lines are much bolder this year. How did you learn that? Visual Verbal Meaning Making