Running Head: A Childs Drawing Research Paper

Art Development: Analyzing and Researching a Childs Drawing Haley Catlin University of Missouri- Columbia

Running Head: A Childs Drawing Research Paper

Running Head: A Childs Drawing Research Paper

Introduction Analyzing a students artwork is important in each and every classroom, whether it is social studies class, math class, or even science. Looking at what a child has created can be a bridge leading into more than just what the child is drawing, but into how the child is thinking. An educator who can accurately analyze a childs artwork can use this as a gateway to understand where the student is at developmentally and look at ways to make the classroom more intrinsic for each student. Eisner (2009) stated we tend to think that in order to know you have to be able to say. I would argue that the limits of language in no way define the limits of cognition. As Michael Polayni reminds us, we know more than we can tell. This is something every educator should keep in mind when it comes to a childs ability to express themselves. At times he or she may not be able to express something in words that they may be able to express in art. This gives the educator a chance to monitor where the student needs improvement and where the student is thriving. Giving each student a chance to be challenged with developmentally appropriate assignments. There is growing recognition that developing visual literacy is an important part of art education, providing multiple pathways for developing students critical thinking and communication skills and providing the means to interpret and negotiate the visual culture in which we are immersed (Barrett, 2003; Eisner 2003; Moline, 1995). Frank Cizek began to notice as he discovered childrens art that it was ruled by unconscious innate laws of form that children follow inborn universal rules as they learn to use the language of drawing (Wilson 1982). Children of similar developmental ages were given a piece of paper and a pencil and drew similar shapes and scribbles, and the pattern continued

Running Head: A Childs Drawing Research Paper through progression and growth. Each childs art abilities go through a phase of stages, with a variation of characteristics that become more detailed and concise over time. Observing childrens art through these different stages gives educators a chance to broadly interpret where the child is developmentally. The following analysis of a childs drawing uses theories of art development to explain how visual characteristics and patterns signify his or her development, which indicates his or her potential for success in the classroom. Description and Analysis Figure 1 represents the artwork of a student,

Jane, whose age, social standing, gender or sex is unknown. Her artwork appears to be a human representation with some specific details. Jane uses scribbles to represent curly and dark hair. Figure 1 has all of the facial features present, although they may be disproportional to realistic image. She lacks a forehead, a neck, and ears, although she puts great details into the representation of her eyelashes and necklace. (Figure 1 Above: A childs Drawing) It was not easy to distinguish which stage she is in, but Jane appears to be in the Gang Age of Dawning Realism. You can see this through her greater awareness of clothing details, you see it looks as if she is wearing a cross necklace. Jane shows less exaggeration, distortion, and omission of body parts as you can see that her head and facial features are of somewhat realistic size, even if they are a little large. The details are more realistic than that of a younger childs artwork. Also, Janes facial features retain their meaning

Running Head: A Childs Drawing Research Paper

when separated, you can tell Janes shape of a nose is meant to portray a real nose, same with her smile and eyes. From my analysis of Figure 1, we can assume Jane is between the ages nine and twelve, the Gang Age. According to the Luehrnman and Unrath 2006 article, Jane is likely in the Emerging Expertise Stage. In this stage where we typically see an increasing influence of social factors that allow children to begin to see art more as a creative endeavor. As Jane progresses, we will see the desire for making it look right increase which will intensify over time (Luehrnman and Unrath 2006). At this stage, it is important for educators to give the students freedom creatively to let them play with their skills and visions. We want to encourage students to view art as a creative outlet to help them envision the world around them, especially when social factors are playing a role. If students lack the ability to explore creatively when drawing, they will fail to integrate it into their lives as a source of learning and developing. Conclusion As a future educator in such a technology driven culture, I see the creative aspects of learning to be one of the most crucial parts of society today. Creative thinking, leads to critical thinking, and this leads to innovation and new ways to do things. This is what our future generations needs. Pink (2005) stated When facts become so widely available and instantly accessible, each one becomes less valuable. What begins to matter more is the ability to place these facts in context and to deliver them with emotional impact (p. 103). The use of childrens artwork is extremely important for educators to use as a resource to integrate into the classroom and utilize for other subjects. It will give educators a look into the thinking and growth of each child. More importantly using the creative mind is something that is becoming increasingly paramount for the success of our childrens futures.

Running Head: A Childs Drawing Research Paper

Reference Page

Barrett, T (2003). Interpreting visual culture. Art Education. 56(2). 6-12. Eisner, E (2003). New needs, new curriculum: Preparing for today and tomorrow. Educational Leadership, 61(1), 6-10. Eisner, E. (2009). What education can learn from the arts. Art Education, 62(2), 22-25. Kellogg, R. (1970). Analyzing childrens art. Palo Alto, CA: National. Luehrnman, M., & Unrath, K. (2006). Making theories of childrens artistic development meaningful for pre-service teachers. Art Education, 59(3), 6-12. Pink, D. (2005). A whole new mind. New York: Riverhead Books. Wilson, M., & Wilson, B. (1982). Teaching children to draw. Englewood Cliffs, NJ: PrenticeHall.