Students, use the graphic organizer below to compare Lowenfield’s stages of development to Hurwitz and Day’s version of artistic development.
Graphic Organizer Link:
https://www.readwritethink.org/sites/default/files/resources/lesson_images/lesson275/compcon_chart.pdf
Hurwitz and Day Version of Artistic Development
STAGES OF GRAPHIC REPRESENTATION
The Manipulative Stage
(Ages 2-5 Early Childhood)
The Manipulative Stage is also known as the Scribble Stage the difference is that scribbling implies an early phase of development and the term manipulation includes a broader period of exploring and trying new materials.
During this time of exploring the child develops many linear and circular patterns. One such pattern is the mandala. The madala is a universal symbol found in many cultures. It appears as a circle with crossed lines or often as a circle with lines radiating from it.
By making a variety of marks and lines the normal child gains experience in making shapes and linear patters as they progress through the manipulative stage.
During this stage an important development occurs that places the child realms ahead of other animals and points to the tremendous mental potential of human beings. This sub-stage occurrence is called naming of a scribble. Naming first appears when the child begins to tell stories about their scribbles. A second sub-stage involves the child describing what is about to be drawn. In both cases the scribble may not appear to be much to the observer. This occasion is important because it marks the point in time when the child begins to visualize. Each naming gives the child more experience and encouragement to develop more symbols and more stories.
The Symbol-Making Stage
(Ages 6-9 Grades 1-4)
When the child makes a connection between the image drawn and an idea, the shape of the image becomes a symbol for that idea. Sometimes the same shape will be used to express another idea totally different from the first.
It is important to realize that the early drawings of children are showing a concept or a specific idea. From the child’s point of view only basic symbols are needed to do this. A primitive symbol such as a circular shape with a few lines and marks means more than a head of a person – it could stand for the entire body.
Children at this stage are aware of how a human looks, they see the same things an adult sees. The difference is that children draw what they know, not what they see.
As the child evolves through this stage more details begin to appear in their drawings. The human figure is show with most of the details that distinguish it as to gender and social importance.
When two or more symbols are use to relate a joined thought within the same composition, the child is demonstrating an advanced visual communication skill. It shows that the child is aware that objects in its environment are related.
The use of space during this stage varies greatly from beginning to end. At first the child considers the picture plane (the sheet of paper) to be space for all objects and ideas. Symbols are placed all over the plane. Later on certain symbols (mother, dad, house, etc.) occupy major space though their size and placement in the picture plane. As the child’s awareness develops the images begin to relate to the bottom of the edge of paper. This baseline is often shown as grass or a meaningful dark line. The base line is followed by a sky line shown normally as a blue line on or near the top of the paper. Subject matter is placed between the two lines. This demonstrates the child’s awareness of up and down and how the child relates to its environment Sometimes multiple baselines are drawn with various symbols placed on them to express a more complex concept.
Color choices reflect an understanding of natural uses of color (sky is blue, grass green, etc.).
It is not uncommon to see X-ray views during this stage. This is a method that allows the child to express the idea of something within another object. Other techniques common during this stage are:
foldover – showing a scene from both sides by drawing one side then turning the paper around to draw the other side (sidewalk with buildings on both sides). Bird’s-eye view – the drawing appears to be seen from a high view looking down.
Multiple views – within one drawing two or more views are used to express a complex idea.
The Preadolescent Stage
(Ages 10-13 Grades 5-8)
This stage includes children from the fourth grade through the seventh and possibly the eight grade.
As the child progresses through this stage caution and self criticism show in the child’s art work..
This is a period of time where the child becomes more socially aware and sensitive to peer opinion.
The preadolescent child is going through many social, physical, and mental changes. These changes are reflected in their art work. This age needs additional help and art education guidance to progress through what is a difficult time.
Interest in detail, perspective, subtle use of color, and art techniques makes the children in this stage exciting to work with.
you will use this graphic organizer but it wont let me upload the file the website to download it from is
Graphic Organizer Link: https://www.readwritethink.org/sites/default/files/resources/lesson_images/lesson275/compcon_chart.pdf Hurwitz and Day Version of Artistic Development
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