There was not all that much for me to disagree with in this chapter. As it went through the progression of art in a child’s life, it made perfect sense. Most of the learning processes she acknowledged would be applied throughout the child’s world as an early stage learner. This chapter was really connecting the dots for me. It revealed some things that I already knew, but I didn’t realize I knew them. I had several ‘aha’ moments as I went through the chapter.
The bit where she says that making art is actually making play made perfect sense to me, because as a child I used to make drawing games to play with my friends. We would draw little stick figures who would shoot each other! This also exhibited the fact that boys will draw violence in testosterone-rich scenes.
How can they guide me as I approach practice?
These realizations will be invaluable in practice. They provide a factual basis by which I can understand the process that the young artists are undergoing. This could act as a reference material for teachers. They would be able to have a quick check back on this material to make sure that whatever art project they were planning would be appropriate for the age group they are dealing with.
I intend to teach high school, so this material may not be the best suited to my needs, but knowing the different transitions a child has undergone to get to the level they are at when they reach my class will be valuable, especially if I decide to make a funky project where the student has to re-enact an art work they made as a young child. If a student is struggling in a particular area, perhaps this background knowledge will help me to address their needs. I know that I would like to get my students to scribble and make marks according to the kinaesthetic properties of making it, at least for one project.
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