Development in Children’s Artwork
Last week during the integrated arts module we were asked to doodle our thoughts and ideas on Flemming’s (2012) “The Arts in Education (An introduction)”. Despite occasionally doodling in my notebook I found this rather difficult. However, I also found it helpful combining literacy and art to draw meaning from the reading rather than just highlighting or underlining. Discussing the ideas and exploring others drawing and ideas was also helpful.
Following the morning lecture, we examined children’s artwork from varying ages and abilities. There are four stages identified in children’s development in art and design: the scribbling stage [2-4 years], the pre schematic stage [4-7 years], the schematic stage [7-9 years] and finally the gang stage [9-12 years] (McAuliffe, D. 2007). Children begin at the scribbling stage, experimenting with mark making. They then progress to the pre schematic stage where they begin to make connections and their drawings become more recognisable. Children at this stage take more risks with their artwork. During the schematic stage, children become more critical of their own artwork and more aware of their ability and others. As children progress to the gang stage their works become less imaginative and more accurately. Some examples of second level art we saw during the workshop had a strong resemblance to Warhol or Picasso’s artwork.
While examining these different artworks I chose a piece of art from each level: early, first and second level.
In these three drawings we can clearly see the development (although these works are not from the same pupil) from using vibrant colours on bright paper to the more recognisable colourful daffodils to a fairly accurate pencil drawing of the flower.
Although all children develop differently and at different rates these stages are no uncommon in children’s but as future teachers we should encourage children to channel their imagination, enthusiasm and technology into their work so children can express themselves more clearly.
References
Fleming, M. (2013) The Arts in Education: An introduction to aesthetics, theory and pedagogy. Routledge.
McAuliffe, D (2007) Foundation and Primary Settings. In Teaching Art and Design 3- 11(Edited by Sue Cox, Robert Watts, Judy Grahame, Steve Herne and Diarmuid McAuliffe) London: Continuum.
