Hooshooo I have finished my reading of Young in Art. It was not a compulsory assignment, but being me who is a visual kind of person, I did my reading and also putting my revision in words. So group mate, I will like to stress again it is not compulsory yeah...
Now my next personal assignment..... next clinical reading....
Sunday, September 26, 2010
Saturday, September 25, 2010
Reading assignment
YOUNG IN ART A DEVELOPMENT LOOK AT CHILD ART - CRAIG ROLAND 190, 2006
(continued)
The Crisis of Realism
Age : 9-10 years
Methods:
- exhibit greater visual awareness of the things around them
- conscious of details
- proportional
- includes body part--> lips, fingernails, hairstyles, joints and etc
- people in action, poses, costumes and etc
- looking for the rightness of the drawing, whether propotional or not which end in crisis
- their efforts in expectation by themselves or by others and they often became disappointed
- some even gone into following or mimicking the adults in doing drawing or by copying from illustrations in books or magazines
- some also questions their own ability and not to their liking will be reluctantly engage in the drawing activities as they grow
- therefore in order to increase their emphasis on realism, it is much more beneficial if during their pre-adolescent years to give clear art instructions/focuseds on visual description and observational techiniques
- once attaining this realistic quality then they will be able to develop the competencies required
Three Dimensional Space
At this age the children is more concerned whether their picture resemble what they want to draw. This visual description or culture convention representing a three dimensional scene on a two dimensional surface.
There will be no:
- side by side on a baseline
- floating
- x-ray (transparent)
There will be:
- arrangement things drawn in relation to one another ground plane
- position of a viewer influences the image
- drawing of object overlap one another
- image diminish in size
- use diagonals to show perespective
- recession of planes in space
- organizing space
Visual metaphor and Expresive Imagery
Older children continuation into drawing symbolically despite the increasing concern for realism. The emerging capacity for abstract though enables them to conceiving of images as visual metaphors. To them using of metaphor = images to suggest their idea or emotion. Also taking into consideration --> colour, lines, shapes the best to represent the metaphor object.
Such as:
- isolated tree = lonelines/despair
- lion = superiority
- stag overlooking a range of mountains = nobility
They also began to understand that using visual metaphor --> can convey meanings.
In order not to dampen their creative spirit because of the awareness or concern of realism - they should be introduce themes such as expression of certain emotions or concepts. Example : imagine yourself as an animal/inanimate object which can represent themselves in their drawing.
In summary:
1st group --> 1-2 years
Scribble
2nd group --> 3-4 years
Shapes and figures emaerging
3rd group --> 4-5 years
graphic symbol to represent things encountered in their space/environment
4th group --> 9-10 years
Realism drawing
All the above changes did not come abruptly, rather, they are often marked by small sub-stages or points, sometimes you can have 2 stages in one drawing.
(continued)
The Crisis of Realism
Age : 9-10 years
Methods:
- exhibit greater visual awareness of the things around them
- conscious of details
- proportional
- includes body part--> lips, fingernails, hairstyles, joints and etc
- people in action, poses, costumes and etc
- looking for the rightness of the drawing, whether propotional or not which end in crisis
- their efforts in expectation by themselves or by others and they often became disappointed
- some even gone into following or mimicking the adults in doing drawing or by copying from illustrations in books or magazines
- some also questions their own ability and not to their liking will be reluctantly engage in the drawing activities as they grow
- therefore in order to increase their emphasis on realism, it is much more beneficial if during their pre-adolescent years to give clear art instructions/focuseds on visual description and observational techiniques
- once attaining this realistic quality then they will be able to develop the competencies required
Three Dimensional Space
At this age the children is more concerned whether their picture resemble what they want to draw. This visual description or culture convention representing a three dimensional scene on a two dimensional surface.
There will be no:
- side by side on a baseline
- floating
- x-ray (transparent)
There will be:
- arrangement things drawn in relation to one another ground plane
- position of a viewer influences the image
- drawing of object overlap one another
- image diminish in size
- use diagonals to show perespective
- recession of planes in space
- organizing space
Visual metaphor and Expresive Imagery
Older children continuation into drawing symbolically despite the increasing concern for realism. The emerging capacity for abstract though enables them to conceiving of images as visual metaphors. To them using of metaphor = images to suggest their idea or emotion. Also taking into consideration --> colour, lines, shapes the best to represent the metaphor object.
Such as:
- isolated tree = lonelines/despair
- lion = superiority
- stag overlooking a range of mountains = nobility
They also began to understand that using visual metaphor --> can convey meanings.
In order not to dampen their creative spirit because of the awareness or concern of realism - they should be introduce themes such as expression of certain emotions or concepts. Example : imagine yourself as an animal/inanimate object which can represent themselves in their drawing.
In summary:
1st group --> 1-2 years
Scribble
2nd group --> 3-4 years
Shapes and figures emaerging
3rd group --> 4-5 years
graphic symbol to represent things encountered in their space/environment
4th group --> 9-10 years
Realism drawing
All the above changes did not come abruptly, rather, they are often marked by small sub-stages or points, sometimes you can have 2 stages in one drawing.
Reading assignment
YOUNG IN ART A DEVELOPMENT LOOK AT CHILD ART - CRAIG ROLAND 190, 2006
(continued)
The Age of Symbolism
Age : 5-6 years
Methods:
- developed a repertoire of graphis equivalents/symbols for things in their enviuornment = house/tree/person
- Symbols are highly individualized based on their conceptual understanding
- Symbols differ from one child to another
- Symbols that clearly differentiated head/trunk/arms/legs at appropriated place.
- Details such as clothing/hands/feet/fingers/nose/teeth are drawn
- Nevertheless if the child didnot draw a particular part does not mean that he/she do not know how or why, but it just that part may not be so important to them.
- Once the symbols were established, it will be repeated again and again until other things caught his/her interest
-
Baseline drawings
5-6 years is the age that involves the introduction of baseline and no longer the objects be floating in the paper.
- they will recognise the objects which have a definite place on the groung
- Initially, houses/people/tress will be lining up at the bottom of the paper
- then later, drawn line acrros the paper can be the ground,
- they proceed to draw a floor or any base for the people and objects to rest
- then multiple baslines may be drawn
- as time goes on, the baseline will eventually disappears in the older group, and the space below the baseline will takes on by ground plane
In this group also develop the Special Visual Effects, whereby they come up ingenious ways to depict space.
- drawing a sequence of drawings to represent events that occur over time
- drawing representations of space and time result from their growing concern for telling stories and showing action
- Visual narrative starts aroung the age of 5 the will grows stronger as they get older
- X-ray drawing whereby the object appears transparent or the child wanted the viewer to see what is inside the object.
- this happen with a reason - the child want to tell that whatever inside is more important and he/she wants it to be seen
- X-ray technique mostly applies to show the inside of their houses/school/car
Children's Art and Cultural Images
Many children will simply copy their favourite super heros and comic-book character, and some may even invent their own characters with their own narrative plots. It is advisable to not to discourage their efforts but should take full advantage of their creativity activity to full advantages to develop further drawing abilities beyond the most basic level.
(to be continued)The crisis of Realism
(continued)
The Age of Symbolism
Age : 5-6 years
Methods:
- developed a repertoire of graphis equivalents/symbols for things in their enviuornment = house/tree/person
- Symbols are highly individualized based on their conceptual understanding
- Symbols differ from one child to another
- Symbols that clearly differentiated head/trunk/arms/legs at appropriated place.
- Details such as clothing/hands/feet/fingers/nose/teeth are drawn
- Nevertheless if the child didnot draw a particular part does not mean that he/she do not know how or why, but it just that part may not be so important to them.
- Once the symbols were established, it will be repeated again and again until other things caught his/her interest
-
Baseline drawings
5-6 years is the age that involves the introduction of baseline and no longer the objects be floating in the paper.
- they will recognise the objects which have a definite place on the groung
- Initially, houses/people/tress will be lining up at the bottom of the paper
- then later, drawn line acrros the paper can be the ground,
- they proceed to draw a floor or any base for the people and objects to rest
- then multiple baslines may be drawn
- as time goes on, the baseline will eventually disappears in the older group, and the space below the baseline will takes on by ground plane
In this group also develop the Special Visual Effects, whereby they come up ingenious ways to depict space.
- drawing a sequence of drawings to represent events that occur over time
- drawing representations of space and time result from their growing concern for telling stories and showing action
- Visual narrative starts aroung the age of 5 the will grows stronger as they get older
- X-ray drawing whereby the object appears transparent or the child wanted the viewer to see what is inside the object.
- this happen with a reason - the child want to tell that whatever inside is more important and he/she wants it to be seen
- X-ray technique mostly applies to show the inside of their houses/school/car
Children's Art and Cultural Images
Many children will simply copy their favourite super heros and comic-book character, and some may even invent their own characters with their own narrative plots. It is advisable to not to discourage their efforts but should take full advantage of their creativity activity to full advantages to develop further drawing abilities beyond the most basic level.
(to be continued)The crisis of Realism
Friday, September 24, 2010
Reading assignment
YOUNG IN ART A DEVELOPMENT LOOK AT CHILD ART - CRAIG ROLAND 190, 2006
(continued)
Pre-symbolism: The Figure Emerges
Age: 3 - 4 years
Methods:
- combining the circles with one or more lines = a human figure (look like Tadpoles or head-feet)
- to represent mother & father they might draw 2 tadpoles without visible distinctions between the 2 figures.
The "Tadpole" Phenomenon(why young children draw unrealistice/incomplete human forms)
- Omission bodily features because lack of knowledge about the different parts of the human body, or their organisation.
- Looking only at the abstract shapes in their repertoire and to combined in various ways to symbolize objects in the world.
- Simply being selective
- Drawing parts that are necessary to be recognizable as human forms.
- Therefore their drawings should not be interpreted cautiously as a reflection of personality or intellectual growth not otherwise.
- Experiences play to extend children’s awareness of their own body parts will result in more complete representations of the figures that they draw. For example, children drawing without arms or hands might encourage playing catch with a ball, the draw playing catch.
- Be more actively in activity to develop a personal awareness .
Age : 4-5 years old.
Methods:
- various way and may depict differently each time.
- create figures quite unique
- depicted the figures by experience gone thru, for example person walking with a fig 7, exaggerated the feet to symbolize walking.
- drawing arms to express the feeling of being picked up.
- evidence suggested that eventhough they did not draw any arms or legs, but they are capable of identifying these parts when asked to do so.
- for self image, the head will be drawn larger because of its importance to the child.
- concept of space, as he/she increasing aware of the world aroung them, many objects that make up their environemnt will appear. But the object will not be organized accordingly, they will appear to being on the page.
To the adult eyes will be incorrect because it does not have the 3 dimensional space by rate linear prespective.
Rather than considering this as a defect - one might appreciate their honesty in arranging the forms and at least their capacity for creating balanced 2 dimensional compositions. . In conclusion, in artwork there is not right or wrong way to portray space in a drawing.
to be continued (The Age of Symbolism)
(continued)
Pre-symbolism: The Figure Emerges
Age: 3 - 4 years
Methods:
- combining the circles with one or more lines = a human figure (look like Tadpoles or head-feet)
- to represent mother & father they might draw 2 tadpoles without visible distinctions between the 2 figures.
The "Tadpole" Phenomenon(why young children draw unrealistice/incomplete human forms)
- Omission bodily features because lack of knowledge about the different parts of the human body, or their organisation.
- Looking only at the abstract shapes in their repertoire and to combined in various ways to symbolize objects in the world.
- Simply being selective
- Drawing parts that are necessary to be recognizable as human forms.
- Therefore their drawings should not be interpreted cautiously as a reflection of personality or intellectual growth not otherwise.
- Experiences play to extend children’s awareness of their own body parts will result in more complete representations of the figures that they draw. For example, children drawing without arms or hands might encourage playing catch with a ball, the draw playing catch.
- Be more actively in activity to develop a personal awareness .
Age : 4-5 years old.
Methods:
- various way and may depict differently each time.
- create figures quite unique
- depicted the figures by experience gone thru, for example person walking with a fig 7, exaggerated the feet to symbolize walking.
- drawing arms to express the feeling of being picked up.
- evidence suggested that eventhough they did not draw any arms or legs, but they are capable of identifying these parts when asked to do so.
- for self image, the head will be drawn larger because of its importance to the child.
- concept of space, as he/she increasing aware of the world aroung them, many objects that make up their environemnt will appear. But the object will not be organized accordingly, they will appear to being on the page.
To the adult eyes will be incorrect because it does not have the 3 dimensional space by rate linear prespective.
Rather than considering this as a defect - one might appreciate their honesty in arranging the forms and at least their capacity for creating balanced 2 dimensional compositions. . In conclusion, in artwork there is not right or wrong way to portray space in a drawing.
to be continued (The Age of Symbolism)
Reading assignment
YOUNG IN ART A DEVELOPMENT LOOK AT CHILD ART - CRAIG ROLAND 190, 2006
There arre 4 stages of children's artistic development:
Scribbling, pre-symbolism, symbolism and realism - more can be said the children are just beginning to discover the joy of mark making.
It begins with Scribbling
All young children take great pleasure and pure enjoyment in scribbling - age, one and a half years of age.
Method :
- moving arms and making marks on the surface,
- random fashion by swinging their arms back and froth across the surface,
- later will begin to control by varying their motion
- repeating certain lines that give them particular pleasure.
- Longitudinal marks in one or 2 directions.
- circular patterns and geometric shapes (showing their preceptual and motor abilities increaseing)
- Lines + shpes forming various patterns and designs.
- The child's name may appear among the marks on the page.
- when he/she gain control of the marks on the page, they will start to name their scribbles, and engage in imaginative play when drawing (eg. this is mommy, this is my doll).
It seems like the unreadable drawings seems at this moment having meaning.
Materials:
- Dark crayons colours, non-toxic markers, ballpoint pens and pencils, tempera paint (thick)
- Absorbent sheet of paper 18x24 inches or A4
Give:
. encouragement to the children to engage in scribbling
. comment the movements - the fast movement or how big it is
. listen to the child's comments
. use the meanings offered by the child as a source for dialogue.
eg.
- If this is daddy, is your daddy tall?
- Does he pick you up?
- where do you go with daddy on the weekend?
- shopping - Do you like to go shopping with daddy?
. encourage him/her to verbalise his/her toughts, feelings and experiences
. show that you value what he/she has done
. praise - it will help the children to be enthusiastice and be imaginative.
(to be continued - Pre-symbolism)
There arre 4 stages of children's artistic development:
Scribbling, pre-symbolism, symbolism and realism - more can be said the children are just beginning to discover the joy of mark making.
It begins with Scribbling
All young children take great pleasure and pure enjoyment in scribbling - age, one and a half years of age.
Method :
- moving arms and making marks on the surface,
- random fashion by swinging their arms back and froth across the surface,
- later will begin to control by varying their motion
- repeating certain lines that give them particular pleasure.
- Longitudinal marks in one or 2 directions.
- circular patterns and geometric shapes (showing their preceptual and motor abilities increaseing)
- Lines + shpes forming various patterns and designs.
- The child's name may appear among the marks on the page.
- when he/she gain control of the marks on the page, they will start to name their scribbles, and engage in imaginative play when drawing (eg. this is mommy, this is my doll).
It seems like the unreadable drawings seems at this moment having meaning.
Materials:
- Dark crayons colours, non-toxic markers, ballpoint pens and pencils, tempera paint (thick)
- Absorbent sheet of paper 18x24 inches or A4
Give:
. encouragement to the children to engage in scribbling
. comment the movements - the fast movement or how big it is
. listen to the child's comments
. use the meanings offered by the child as a source for dialogue.
eg.
- If this is daddy, is your daddy tall?
- Does he pick you up?
- where do you go with daddy on the weekend?
- shopping - Do you like to go shopping with daddy?
. encourage him/her to verbalise his/her toughts, feelings and experiences
. show that you value what he/she has done
. praise - it will help the children to be enthusiastice and be imaginative.
(to be continued - Pre-symbolism)
My reflection on doing Pic 4-7
I totally agreed with both X10 and PH regarding picture 7, oh mine - it was really very hard to do. I am wondering what happen if the pictures that I will be collecting will have this similar picture, then questions arises. Will I do a good job in intrepreting my cases study pictures, what happen if I miss intreprete them, then I will let them down. So many questions coming out from within me.
The other thing that pop up from my head was this - whatever I see from the pic might not what others see, then how positive will the result then. I am not sure whether my group mate felt the same in this.
The other thing that pop up from my head was this - whatever I see from the pic might not what others see, then how positive will the result then. I am not sure whether my group mate felt the same in this.
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