Professional Documents
Culture Documents
of
a
Kindergarteners
Drawing
An
Analysis
of
a
Kindergarteners
Drawing
Abigail
Jozwiakowski
University
of
Missouri-Columbia
The arts are important because they serve as a window into understanding
students
thinking.
As
Eisner
says,
The
arts
help
children
learn
to
say
what
cannot
be
said
(2002,
p.3).
Sometimes
children
are
unable
to
express
their
thoughts
and
feelings.
For
example,
if
a
younger
or
struggling
child
has
not
acquired
the
language.
Through
visual
artwork
they
are
able
to
express
the
words
they
are
unable
to
find.
Further
visual
text,
drawings,
and
literacy
can
be
helpful
in
making
students
learning
more
meaningful
and
extending
students
thinking.
If
students
are
learning
a
history
lesson
on
Native
Americans,
creating
artwork
similar
to
those
of
the
Native
Americans
can
add
more
meaning
to
the
lesson.
It
can
also
extend
students
thinking
as
they
use
creativity
and
the
right
side
of
their
brain
to
create
artwork.
Keeping
this
in
mind,
educators
using
art
integration
need
to
be
supportive
of
the
creative
process
and
artistic
development
in
each
individual
child.
According to Luehrman and Unrath (2006) the stage theory of artistic development,
strengths
and
weaknesses
in
drawing
and
have
developed
their
own
style.
Lastly,
in
the
Adolescent
Art,
Fourteen-Seventeen
Years,
drawings
are
characterized
by
purposeful
expression.
Luehrman
and
Unrath
(2006)
argue,
stage
theory
concepts
should
not
be
rigidly
interpreted,
but
rather
flexibly
referenced
as
a
general
guide
(p.
68).
While
these
stages
aid
educators
in
helping
determine
the
artistic
ability
and
characteristics
of
childrens
drawing,
it
is
important
to
note
that
each
individual
child
develops
at
their
own
pace.
These
stages
are
flexible;
a
child
may
exhibit
a
milestone
characteristic
in
one
stage
and
another
milestone
characteristic
in
another
stage.
After
conducting
an
interview
and
analysis
of
my
kindergarteners
drawing,
I
can
identify
the
stage
of
artistic
development
I
believe
my
kindergartner
exemplifies.
Moreover,
as
a
teacher
I
have
learned
how
to
support
my
students
in
their
artistic
development
while
integrating
age-appropriate
art
projects
into
other
curriculum
areas.
Method
picture
of
one
of
her
favorite
memories.
I
selected
Jessica
because
she
loves
to
create
artwork
at
the
after-school
program
I
work
at.
I
set
a
15-minute
timer
and
I
recorded
observations
on
my
iPad
while
I
watched
and
listened
as
Jessica
drew
her
picture
and
described
what
she
was
drawing.
I
asked
Jessica
questions
along
the
way
such
as
Why
did
you
choose
to
use
this
specific
color?
and
Whom
are
you
representing
here?
so
she
could
further
elaborate
on
her
drawing.
4
Findings
Jessica chose to draw a scene in which her mother was pregnant with her baby
brother.
She
informed
me
she
chose
to
draw
this
because
her
favorite
memory
is
when
her
baby
brother
was
born.
First,
Jessica
drew
her
self
in
the
center
of
the
paper.
She
chose
to
use
the
purple
felt-tip
marker
because
this
is
her
favorite
color.
Then
Jessica
drew
her
mother
below
her
in
the
corner
of
the
page.
Jessica
picked
the
colors
red
and
orange
to
use
to
draw
her
mother
because
those
are
her
moms
favorite
colors.
She
also
drew
her
brother
in
red
in
her
mothers
stomach.
After
this,
Jessica
swirled
her
marker
on
the
page
to
draw
grass
with
a
green
felt-tip
marker.
Jessica
then
repeated
this
same
motion
as
she
drew
the
sky
with
a
blue
felt-tip
marker.
Next,
she
drew
the
sun
in
the
sky.
She
began
by
drawing
a
yellow
circle
and
then
adding
orange
rays
to
the
circle
with
yellow
and
orange
felt-tip
markers.
Lastly,
Jessica
asked
me
to
add
the
word
Red
to
her
drawing
because
she
said,
this
color
is
how
I
am
feeling
(personal
communication,
September
29th,
2016).
When
I
asked
her
to
further
explain
what
she
meant
by
this
she
said
that
the
color
red
reminds
her
of
happiness.
While Jessica drew her picture, I learned a lot about her thinking, personality, and
artistic
abilities.
First,
through
our
conversation,
I
gained
insight
in
Jessicas
thought
processes.
Jessica
chose
realistic
colors
to
represent
the
setting
of
the
drawing:
the
grass,
sky,
and
sun.
However,
the
colors
she
chose
to
represent
her
mother,
baby
brother,
and
self
were
vibrant
and
abstractnot
typically
the
colors
you
would
choose
to
represent
someone.
Instead,
the
colors
reflected
her
emotions
and
feelings
about
whom
she
was
drawing.
By
choosing
the
color
red
(her
mothers
favorite
color)
to
represent
her
mother,
this
also
showed
Jessicas
thoughtfulness
and
attention
to
detail.
As
a
teacher,
this
is
helpful
to
know
that
Jessica
is
very
thoughtful
of
others
as
I
plan
group
work
activities
and/or
productive
partnerships.
Also,
I
learned
that
Jessicas
family
is
very
important
to
her
which
could
as
a
teacher
help
me
better
understand
Jessica
values.
I
believe
that
Jessica
represented
herself
so
largely
in
the
center
of
the
drawing
because
Jessica
is
in
the
early
stages
of
representing
two
objects
together
in
a
drawing.
Burton
says
that
often
times
in
the
early
stages,
the
inclusion
of
[2]
objects
together
usually
revolves
around
the
themes
such
as
me,
mine,
or
things
I
like
doing
(1980,
p.
3).
Jessica
drew
her
mother
looking
up
at
Jessica,
and
Jessica
in
the
sky,
as
if
all
the
attention
was
on
her.
In
completing
this
task,
I
also
believe
that
Jessica
is
mostly
in
the
Preschematic
stage
of
artistic
development.
Jessica
demonstrated
multiple
characteristics
of
this
stage.
First,
in
Jessicas
drawing,
objects
seem
to
float
around
the
page
(Brittain
&
Lowenfeld,
1970,
p.
475).
Jessica
seems
be
floating
around
in
the
sky
on
the
page.
Jessicas
mother/brother
may
be
on
the
ground,
but
that
is
not
clearly
established.
Likewise,
Distortion
and
omission
of
parts
[of
human
figures]
is
expected
(Brittain
&
Lowenfeld,
1970,
p.
475).
Jessica
portrays
herself
with
arms
but
no
hands,
no
nose,
and
her
mother
with
no
arms.
And
finally,
the
sizes
of
the
objects
are
not
proportionate
to
one
another.
Jessicas
head
is
the
same
size
of
as
the
sun.
I
think
that
Jessica
is
slowly
transitioning
into
the
Schematic
stage
as
she
clearly
began
to
establish
a
baseline
(the
grass)
and
the
skyline.
Conclusion
Through
the
analysis
of
Jessicas
drawing
I
was
able
to
gain
insight
into
her
personality
as
well
as
her
thinking.
Teachers
understanding
of
childrens
artistic
development
and
meaning
making
gives
teachers
a
better
chance
to
get
to
know
their
students
thinking,
personalities,
and
abilities
in
the
classroom.
This
understanding
of
artistic
development
is
also
beneficial
for
students
because
they
are
able
to
express
their
thoughts
and
emotions
through
creative
artwork.
After
completing
this
analysis
I
now
have
a
greater
understanding
of
how
to
support
my
future
students
artistic
development
in
the
classroom.
I
know
that
each
student
develops
artistic
abilities
at
their
own
pace
and
its
important
to
allow
children
to
develop
these
on
their
own,
rather
than
interfering
and
correcting
their
drawings
and
negatively
affecting
their
artistic
development.
I
will
plan
lessons
that
include
art
integration
that
is
supportive
of
the
artistic
development
levels
of
all
my
students,
further
adding
meaning
to
my
students
experiences
and
learning.
One
example
of
how
I
may
do
this
is
through
a
history
lesson.
If
my
students
are
learning
about
the
revolutionary
war,
at
the
end
of
the
unit
I
could
have
my
students
could
draw
the
3
most
important
events
or
people
in
the
revolutionary
war.
This
is
assessing
students
learning
as
they
remember
what
they
have
learned.
As
well
as
extending
students
thinking
because
choosing
which
events
are
most
References