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Children s Drawing

2. Outline. The importance of drawingThe development of drawing ability:generalhuman figuresmapsTheories of Drawing Developmentoutlinestrengths and weaknessesThe role of culture/environmentConclusion. 3. The importance of drawing. Purpose for children:sensory explorationexpress thoughts/feelingsreflect knowledge of worldDrawing reveal information about children's:motor co-ordinationself-conceptsemotionssocial attitudes.

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Children s Drawing

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    1. 1 Childrens Drawing

    2. 2 Outline The importance of drawing The development of drawing ability: general human figures maps Theories of Drawing Development outline strengths and weaknesses The role of culture/environment Conclusion

    3. 3 The importance of drawing Purpose for children: sensory exploration express thoughts/feelings reflect knowledge of world Drawing reveal information about childrens: motor co-ordination self-concepts emotions social attitudes

    4. 4 The development of drawing ability - general drawing 3 stages: 1. Scribbles (12 months +) 2. 1st representational shapes and forms: 2 yrs: realise pictures depict objects (Kavanaugh & Harris, 1994) 2/3 yrs: scribbles -> pictures, meaning imposed on picture 3/4 yrs: use lines to represent boundaries 3. More realistic drawings 5/6 yrs: more complex but contain perceptual distortions 6/7 yrs: more realism, e.g. representation of 3D (Braine et al, 1993)

    5. 5 From Seifert & Hoffnung

    6. 6 The development of drawing ability: 2 specific areas of interest (1) 1. Human Figure Drawing a. TADPOLES b. circle represents head, body descends between the 2 vertical lines c. child adds second circle for body, with another pair of lines for arms

    7. 7 2. Childrens maps (Piaget & Inhelder, 1948/1956) Drawings of familiar neighbourhoods revealed: Preschool (3/4 yrs): fragmented and disorganised landmarks Early school (5/6 yrs): landmarks organised around familiar routes of travel but not mastered relationship of one route to another Middle childhood (6+): overall configuration of large scale space The development of drawing ability: 2 specific areas of interest (2)

    8. 8 Theories 1. Luquet/Piagets Stage theory (1) Fortuitous realism (1.5-2.5 yrs) realism of scribbles Failed realism (2.5-5 yrs) representational intention Intellectual realism (5-8 yrs) drawing what is known Visual realism drawing what is seen

    9. 9 Strengths: explains seeming stages of acquisition evidence in support: Clark (1897) Theories 1. Luquet/Piagets Stage theory (2)

    10. 10 Evidence in support: Freeman & Janikoun (1972) Theories 1. Luquet/Piagets Stage theory (3)

    11. 11 Weaknesses: Role of culture/environment not considered Evidence against: Gifted children and autistic savants (e.g. Selfe, 1977, 1995) Instructions (Barret, Beaumont & Jennett (1985): Standard Instructions: Draw exactly what you can see from where you are sitting. Explicit Instructions: Draw exactly what you can see from where you are sitting - look very carefully at it so that you can draw it just as you see it. Standard 11% correct Explicit 65% correct Theories 1. Luquet/Piagets Stage theory (4)

    12. 12 Theories 2. Information Processing theory E.g. Willats, 1995 Development due to: increase in fine motor skills increase in knowledge of rules & conventions of drawing increase in ability to keep in mind several aspects of drawing (e.g. 3D) Problems: gifted children and some autistic savants (Golomb, 1995)

    13. 13 Theories 3. Kellogs Gestaltist approach Scribbles: 20 different categories Progression: learning to combine basic scribbles to form intermediate pre-representational structures these intermediate structures combine to form representational forms (people, sun, flowers) Problem: young children produce representational drawings Not all children go through intermediate stage

    14. 14 Theories 4. Karmiloff-Smiths modular approach (1) Modular theory 1st pictures (not scribbles): mental representations not coherently organised. Restricted to habitual (e.g. stereotypical pictures) New, coherently organised mental representations can be used flexibly (can draw what see).

    15. 15 evidence for: stereotypical drawing in young children e.g. Karmiloff-Smith (1990): 5 yr olds cant draw a man with two heads Zhi et al (1997): most children draw e.g. a man in a fixed sequence evidence for modularity (e.g. Williams syndrome) evidence against: more flexibility in young children than previously thought (Zhi et al, 1997) autistic savants Theories 4. Karmiloff-Smiths modular approach (2)

    16. 16 The role of culture Many theories assume a universal sequence of development Cultural differences: American Japanese French Ponapean Balinese

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    18. 18 Learning Outcomes Describe the sequence of drawing acquisition and be able to evaluate the research Describe and evaluate theories of drawing development Discuss whether there is a universal sequence in drawing development Discuss and evaluate whether there are age-related stages in drawing development

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