Analyzing Childrens Artwork through Qualitative Research
Kaitlyn Fendler University of Missouri
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Analyzing Childrens Artwork through Qualitative Research As a teacher of a general education classroom, it will be common to find various methods of artistic happenings occurring in my classroom on a frequent basis. While art is important to integrate into an everyday classroom setting, it is even more crucial to be able to analyze a childs artistic development through their drawing samples. By critiquing childrens artwork, the teacher will be able to provide a groundwork to base the students future pieces off of; the teacher will be able determine which stage of artistic development said student is at and will be able to provide a project that relates to their individual needs. In addition, analyzing various pieces of art will allow me the opportunity to better understand how to evaluate the students meaning behind their drawings. By following the guidelines set by differing artists, I will be able to understand what the students are trying to represent beyond their words but instead through their pictures. In my eyes, examining artwork can help the teacher gain a better understanding of the particular representation they are gaining throughout the lesson while encouraging students to express their thoughts through artwork. Method Prior to beginning my examination of this piece of artwork, I researched different aspects and characteristics of developing artists. For my observations, I analyzed a piece of work from a young artist named Amelia. In order to notice the varying elements utilized to create this particular artwork, I examined the drawing closely while using an artistic lens. Amongst the various techniques found within this drawing, the ones that stood out the most were the features that show specific artistic skills. While looking at the self-portrait, I highlighted characteristics that stood out to me and made notes regarding the different geometric shapes that formed the ANALYZING CHILDRENS ARTWORK 3
body, the vibrant colors that made this illustration unique, and the intriguing details that defined the clothing and facial features. Findings
The drawing shown above revealed many interesting characteristics related to development in childrens artwork. This piece of artwork can be seen as a self-portrait as it represents a young, female body, similar to that of the artist herself. The image appears to be a person as the circle appears head-like due to the placement of smaller shapes within the circle that suggest facial features. These smaller symbols appear to represent two eyes, eyebrows, a nose, and big, rounded lips. In addition, the image represents a person wearing a purple blouse alongside a pink skirt tailored with black ruffles. This artist also placed black high-heels on the characters feet. To make the picture more interesting, this young developing artist included a black necklace along with a gold crown placed amongst the long, curly brown hair that overlaps body segments. In addition, Amelia made the person in the portrait have rosy checks, blue eyes with dark eyelashes, and thick, dark-red lips. This drawing occupies the majority of the paper, incorporates no background, and clearly represents a person. ANALYZING CHILDRENS ARTWORK 4
According to Lowenfeld and Brittain (1970) and their stages of artistic development, I would place this childs drawing in the Schematic Stage with hints of characteristics presented in the Gang Age. This young artist seems to be transitioning through the two stages. After analyzing the students artwork, it seems as if she has some active knowledge of the surrounding environment (Lowenfeld & Brittain, 1970, p. 476) and therefore establishes a baseline to construct her self-portrait. This technique can be found in the Schematic Stage. For the most part, this illustration accurately displays a person. This child created the body out of geometrical shapes and has placed the body parts in the correct place, making the illustration look more realistic. In addition, this student demonstrates great awareness of clothing details a common feature found throughout the Gang Age. The fringe demonstrated along the bottom of the skirt in addition to the make-up, necklace, and gold crown found on this picture also indicates some characteristics of a Gang Age artist. While there is some detail to clothing, there are still various examples of distortion and exaggeration represented in this drawing which leads me to believe that this artist is not a full-time resident of the Gang Age yet. Wilson & Wilson (1982) might say that my child is applying the Plastic Principle because of the detail that this child drew with. She paid attention to detail by creating a baseline to place the individual upon, drawing correct body parts, and adding minor details to the clothing. In addition, I believe that this drawing demonstrates this principle because the person has exaggerated features throughout the illustration and solely focuses on drawing them self. This illustration focuses on me rather than incorporating other individuals as well. Another principle that can be seen when analyzing this drawing is the Perpendicular Principle. This artist demonstrates this technique when looking at the format of the arms; the sleeves in the picture stick out from the body, resembling the letter T. The fact that the arms hang down more ANALYZING CHILDRENS ARTWORK 5
naturally from this stiff T shape suggests transition; its like the child is noticing ideas she cannot express yet visually. Just like many other individuals, this artist seems to only focus on two of the Wilson & Wilsonss principles which therefore creates precedence over other factors. This young artist has done a fantastic job on the figure by incorporating various details, volume, and overlapping techniques. However, in order to encourage further development, teacher guidance will be beneficial. Conclusion After analyzing this piece of artwork, it is clear that this young artist has strong techniques and characteristics that fulfill Lowenfeld and Brittains (1970) Schematic Stage with tendencies towards the Gang Age. In order to guide this student towards the more advanced stage, it will be my job as a regular classroom teacher to encourage artistic growth. While the body shape and details are clear throughout the drawing, the artist has left the space surrounding the figure blank and does not seem to relate the figure with others or symbols. By doing so, Amelia does not seem to create a fully developed picture. In order to create a better-rounded piece of work the Maryland Board of Education (1974) states that my job as a teacher will be to encourage this child to explore surrounding to suggest backgrounds[while]encouraging the child to become aware of spatial relationships between himself and an object or between two objects (p. 3-4). Since her excessive attention to detail is present in this current rendering of the figure, this student is now ready to concentrate on the surrounding space and it will be my job to encourage her to do so. Recognizing a childs artistic growth and understanding the significance of child art development is important for regular classroom teachers in general. Artistic integration allows ANALYZING CHILDRENS ARTWORK 6
for children to share their thoughts through multiple means of expression. By providing all students the opportunity to explore art allows for students who struggle in other content areas to still be successful in their learning. For example, some students may struggle with literacy skills yet display strong artistic qualities. Therefore, by integrating art, individuals have the opportunity to express their thoughts and ideas in a creative manner. Moreover, by connecting art with other areas of learning (Johnson, 2008, p. 77), students will understand the significance of art in their everyday lives. By integrating art into core-content subjects, students begin to think artistically about their schoolwork while incorporating artistic terms into their daily vocabulary. Connecting two subjects brings ties amongst them as students begin to correlate the information with all subjects. In my eyes, working with elementary students through art examination indicates the significance of letting students express themselves in a detailed manner through their artwork. As a teacher, it is essential to let the students explore their artistic abilities and not disregard the significance of art as it allows them to express ideas in a unique manner. Stated perfectly by Margaret H. Johnson, A picture may be worth a thousand words, but these words can remain unsaid or misunderstood when adults do not attend to their development, (Johnson, 2008, p. 79). It is my job as a future educator to make sure that students have the opportunity to express their words through art so their ideas do not go unnoticed.
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References Johnson, M. H. (2008). Developing verbal and visual literacy through experiences in the visual arts. Young Children, 63(1), 75-79. Lowenfeld, V., & Brittain, W. L. (1970. Creative and mental growth. New York: Macmillan. Maryland Board of Education of Baltimore County. (1974). Beginning stages of visual expression of young children. In Art Experience, Development of Visual Perception, 1-4. Wilson, M., & Wilson, B. (1982). Teaching children to draw. Englewood Cliffs, NJ: Prentice- Hall.