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As young students develop, their art passes through a number of stages. It is thought that all children pass through these stages:
a.) Scribbling: From about their first birthday children achieve the fine motor control to handle a crayon.
At first they scribble. The youngest child scribbles with a series of
left and right motions, later up, down and then circular motions are
added. The child appears to get considerable pleasure from watching the
line or the colors
appear. Often however children do not pay attention to the edges of the
page and the lines go beyond the confines of the page. Children are
often also interested in body painting and, given the opportunity, will draw on their hands or smear paint on their faces.
Later, from about their second birthday, controlled scribbling starts. Children produce patterns of simple shapes: circles, crosses and star-bursts. They also become interested in arrangement and can produce simple collages of colored paper, or place stones in patterns. Once children have established controlled scribbling they begin to name their scribbles.
Later, from about their second birthday, controlled scribbling starts. Children produce patterns of simple shapes: circles, crosses and star-bursts. They also become interested in arrangement and can produce simple collages of colored paper, or place stones in patterns. Once children have established controlled scribbling they begin to name their scribbles.
b.) Pre-symbolism: From about age three, the child begins to combine circles and lines to make simple figures. At first, people are drawn without a body and with arms emerging directly from the head. The eyes are often drawn large, filling up most of the face, and hands and feet are omitted. At this stage it may be impossible to identify the subject of the art without the child's help.
Later drawings from this stage show figures drawn floating in space and sized to reflect the child's view of their importance. Most children at this age are not concerned with producing a realistic picture.
c.) Symbolism: In this stage of a child's development, they create a vocabulary of images. Thus when a child draws a picture of a cat, they will always draw the same basic image, perhaps modified (this cat has stripes that one has dots, for example). This stage of drawing begins at around age five. The basic shapes are called symbols or schema.
Each child develops his/her own set of symbols, which are based on their understanding of what is being drawn rather than on observation. Each child's symbols are therefore unique to the child. By this age, most children develop a "person" symbol which has a properly defined head, trunk and limbs which are in some sort of rough proportion.
Before this stage the objects that child would draw would appear to float in space, but at about five to six years old the child introduces a baseline with which to organize their space. This baseline is often a green line (representing grass) at the bottom of the paper. The figures stand on this line. Slightly older children may also add secondary baselines for background objects and a skyline to hold the sun and clouds.
It is at this stage that cultural influences become more important. Children not only draw from life, but also copy images in their surroundings. They may draw copies of cartoons. Children also become more aware of the story-telling possibilities in a picture. The earliest understanding of a more realistic representation of space, such as using perspective, usually comes from copying.
d.) Realism: As children mature they begin to find their symbols limiting. They realize that their schema for a person is not flexible enough, and just doesn't look like the real thing. At this stage, which begins at nine or ten years old, the child will lend greater importance to whether the drawing looks like the object being drawn.
This can be a frustrating time for some children, as their aspirations outstrip their abilities and knowledge. Some children give up on drawing almost entirely. However others become skilled, and it is at this stage that formal artistic training can benefit the child most. The baseline is dropped and the child can learn to use rules such as perspective to organize space better. Story-telling also becomes more refined and children will start to use formal devices such as the comic strip.
