young at art - summary

When one charts the graphic development of children as they progress from preschool to the upper elementary school grades, at least four distinct stages or shifts can be observed. First, children begin to scribble at about one or two years of age. Second, representational shapes and figures emerge around the age of three or four. Third, children develop and use graphic symbols for representing the things they encounter in their environment. Lastly, around the age of nine or ten, children strive toward optical realism in their drawings. It is important to note that these changes don't occur abruptly; rather, they are often marked by small sub-stages or points in which children may exhibit characteristics of two stages in one drawing.

Of course, what children seem to do naturally and what they are capable of doing are entirely different matters. It is likely that teachers will find that the students within their classrooms are at varied points in their graphic development since some have had abundant prior experiences with art, whereas others, may have had limited creative opportunities. Thus, teachers should avoid the temptation to place children at a particular stage simply because of their age or grade level.

Of greater concern to teachers and parents should be the lost of expressiveness and originality which seems to occur in children's drawings as they grow older. If one uses "realism" as a criterion for judging the work of children, then they seem to improve with age and experience. But, the drawings of upper-elementary school children typically appear more conventional and rigid; and, therefore, less striking to the adult eye than those of preschool children. Teachers and parents should also be concerned with the lost of interest in drawing activities among students in the upper-elementary grades. Indeed, many older children become so critical of their work that they simply stop drawing all together. How might adults prevent such declines from occurring? While there are no easy answers to this question, the following suggestions offer a few possibilities.

First, expose children in the upper elementary grades to various artists whom exhibit both realistic and imaginative approaches to drawing. Encourage them to see that drawings are not meant to be photographs and that the act of drawing enables them to show their own special way of seeing the world.

Second, provide older children with opportunities to engage in both descriptive and imaginative approaches to drawing. Show that you value the diversity of approaches and the variety of ideas that children exhibit in their work.

Third, make the development of drawing abilities a priority in your classroom and home. Provide children with opportunities to draw often and give them the assistance and the encouragement they require.