The focus of this week’s integrated arts input was the cognitive development of children’s art work, as they progressed through their primary education. Initially, Elliot Eisner 10 Lessons the Arts Teach was imparted during the lecture, what I gathered was this publication should be at the centre of any creative teaching, as it abridges the … Continue reading Cognitive Development of Children’s Art Work
The focus of this week’s integrated arts input was the cognitive development of children’s art work, as they progressed through their primary education.
Initially, Elliot Eisner 10 Lessons the Arts Teach was imparted during the lecture, what I gathered was this publication should be at the centre of any creative teaching, as it abridges the exposition for the arts in education (Hall and Thomson, 2017). Likewise, the arts can aid attainment throughout the curriculum, but Eisner publication makes it his nucleus that the arts are more about understanding the world completely and the influence that creativity can have on our world (Hall and Thomson, 2017).
The pre-readings required for the lecture where very insightful, which explored art and design in primary education and the art developments of children through nursery and primary.
- The Arts in Education, Fleming 2012
- Teaching Art and Design 3-11, McAuliffe 2007
These reading encouraged me to consider the varying elements of creativity and how this can influence the mark makings, drawings and paintings of a range of ages and was able to use this knowledge when introduced to the archive of children’s art work.
McAuliffe (2007) encapsulates the different art and design stages that children develop, McAuliffe makes reference to the theories of Lowenfeld and Brittain (1997) which they alluded the following model of art development:
- Stage 2-4 years- Scribbling stage
- Stage 4- 7 years- pre-schematic stage
- Stage 7-9 years- schematic stage
- Stage 9- 12 years- gang stage
McAuliffe, D. (2007)
However, presently teachers no longer make reference to this theory as a means of art assessments due to cognitive advancements. (McAuliffe, 2007).
This a created by a child who was four years old, this is known as the pre-schematic stage (McAuliffe, 2007, P.26). At this age children can draw anything relevant from their imagination. Initially I though child’s drawing was of a birthday cake, however a description on the back made by their teacher said in fact the child drew a dog under a washing machine. The child’s teacher exhibited good practise by listening and making a note of what the child drew.
This painting was a produced by a child (aged 7- 9 years) during the schematic stage. As art ability is progressing children begin to add more details and features to their work, they are understanding the importance of proportion and placement of objects and the importance of colours (McAuliffe, 2007). However, there is a conversion in learning styles as at early level creation is more “child- based activity” and when they go into first level creation is “adult- based learning” (McAuliffe, 2007, P.28). Art work in the primary school becomes more unified and is centred around the lesson plans of the teacher and their creation and imagination rather than the spontaneous imagination of the children.
The final stage of art development in primary education is the “gang stage” (aged 9-12 years). At this stage children are able to make precise drawings of features, likewise children are becoming increasingly conscious of their art work and their ability as skills required become more demanding (McAuliffe, 2007). Also children in this stage add more detail to their work but will become more discontented and will use pencil in order to rub their errors out until perfect.
The lecturer introduced an excellent way to incorporate art and literacy, this can be done by giving children one page of a book or article which they read, instead highlighting key points, they would draw their response on the page given.
This week I have been able to expand my knowledge of children development through art and design, this allowed me to consider methods in which I can adopted in order to ensure children have the opportunity to employ their own unique imagination and creativity into their art work.
McAuliffe, D. (2007) Foundation and Primary Settings. In Teaching Art and Design 3-11. London: Continuum.
Hall, C. Thomson, P. (2017) Inspiring School Change: Transforming Education Through the Creative Arts. 1st ed. Oxon: Routledge.
Eisner, E. (2002) The Arts and the Creation of the Mind. Chapter 4, What the Arts Teach.