UNDERSTANDING THE LEARNER
An outline of artistic development
· Quality of communication only one part of a total learner
· Recognizable images do not mean realism
· Children may be discouraged when they are unable to achieve the realism that they desire.
· Early Adolescents begin to understand more complex concepts, abstraction and representing 3-dimensional forms in 2-dimensional mediums. There is still some dissatisfaction with the level of realism
· Later adolescents are more accomplished realistic artists, and have a steady grasp of complex concepts like symbolism and expression and abstractionism
FIELDS OF HOLISTIC DEVELOPMENT
Cognitive Development
· Stage theory
o In Art & Psychology
o Development in children is clearly set stages
o Through experimentation, children discover flaws in their own thinking and evolve
o Moving form a stage of cognition to metacognition (awareness to self awareness )
· Socio-cultural theory
o Cognitive development is dictated by the social environment
o 2 prevailing factors: 1. the culture, which selects what to learn 2. Social interaction
· Multiple intelligence
o Individual learners
o cognitive domains, defined by unique problem solving processes
· Ages 2-4 Mark making
o By age 2, 70% adult brain capacity
o Banging. marking helps develop environmental awareness
o Unable to organize thinking systematically, cannot consistently direct their thinking
o Reflection leads to reasoning, consciously acting on new information, eventually symbolic representation
· Ages 4-7 Early symbol making
o Symbolic representational thought, constantly thinking
o More equipped thinkers, able to draw on resources and adapt reasoning
o Trouble differentiating internal and external realities ( dreams are real)
o Trouble perceiving other points of view, typically egocentric
o Here& now thinking
o Make their own languages(prototypes) to grapple with the ever increasing linguistic symbolisms they have to absorb
o Establishment of logical thought
· Ages 7-9 Symbol Making
o Thinking resembles adult’s, But still limited ability to think abstractly
o Concepts like time, distance, speed start to be developed
o Consistency is developed, thinking is much more organized and directed
· Ages 9-11 Emerging Expertise
o Transition towards adult thinking, abstract thinking develops from concrete examples
o Try to fit individual reasoning into the agenda of peer groups
o Start of active metacognition
· Ages 11-13 Artistic Challenges
o Thought no longer depends on concrete information,
o Consider many variables while problem solving, testing possible solutions
o Difficulty combining their talents into single projects
· Ages 14-17 Thinking Artistically
o Fully developed thinking ability, strong awareness of their own thinking and consideration of others’ thoughts and influences
o Able to draw upon a great deal of information and interpret it for their own purpose
o Thinking artistically, analytically, strategically, reflectively
Emotional/Moral Development
· Emotion plays a role in all forms of development
· 3 major view points: Behaviourism, Social Learning theory, Functionalist view
· Emotional development occurs sequentially, result of conditioning, modelling and new information
· Emotions a central adaptive force
· Moral decisions thought of concretely then intuitively, and then abstractly
· Ages 2-4 Mark making
o Understand the concept of right and wrong
o Little self regulation
o Based on instant gratification
· Ages 4-7 early symbol making
o As they begin to understand consequences, they also become more self regulatory
o Self control enables more understanding and empathy
o Fairness and sharing become more important
· Ages 7-9 Symbol Making
o Self regulation, strategized behaviour
o understand multiple sources for others’ behaviour, internalize societal norms
o accustom to reward & punishment systems
· Ages 9-11 Emerging Expertise
o Self governed, recognize the hypocrisy of ruling adults, recognize the differences between adults and peers behaviours.
o Developing strong ideals
· Ages 11-13 Artistic Challenges
o Roller coaster emotions, early adolescence, confusion of adult & child roles
o Establishing their own sense of right & wrong, as situational morality becomes more complex
· Ages 14-17 Thinking Artistically
o Tremendous emotional upheavals, Hormonal changes, not totally sure of their role
o Trouble controlling emotions, believe they’re unique, misunderstood, invincible
Social Development
· Understanding the self, others and relationships
· Highly complex, begins early
· From understanding one’s own behaviour, to abstract metacognitive social understanding
· Understanding the behaviours of others under different social circumstances
· Ages 2-4 Mark Making
o Have the ability to interact with others, and identify characteristics of individuals
o Form friendships
o Verbalizing thoughts is essential to understanding symbolic marks
· Ages 4-7 early symbol making
o Their world expands, and so too does their role and identity. Not only are they defined in relation to family, but also schoolmates, teachers and other people in their lives
o Friendships become important, they compare themselves to others and notices dissimilarities, increasing their visual vocabulary by describing the characteristics
· Ages 7-9 Symbol Making
o Strategies to deal with different groups, specialize their behaviour to different groups
o Recognize the decorum changes between games, school, home etc.
o Sense of self is strongly developed, able to make sophisticated comparisons
· Ages 9-11 Emerging Expertise
o Greater attention to gender and peer pressure, popularity, fitting in
o Define their accomplishments in relation to others, self esteem may decrease, lack of confidence in their ability may result in loss of interest in many activities
· Ages 11-13 Artistic Challenges
o All previous rules of social interaction are jeopardized in the transition to adulthood
o Awareness of sexual roles, alignment to groups based on gender
o Competition is even more important, tolerances for ‘others’ reduced, ostracism and self esteem issues are common.
o Conflicts are abundant
· Ages 14-17 Thinking Artistically
o Complicated, concerned about their identity and how they relate/appear to others
o Susceptible to gangs and cults as they search for acceptance and role
o Adoption of risky behaviour, and lack of foresight, suicide rate hi
o Mixed messages, especially about sex, look for role models
Lingual Development
· Behaviourist theories suggest that language is learned through imitation
· Nativist theories suggest that language is biologically ingrained into children
· The Interactionist theory suggests that both innate ability and social context combine
· Ages 2-4 Mark Making
o Verbal and visual mark communication linked
o Which sounds invoke the response they want?
o After the establishment of a few words their vocabulary soon expands to the hundreds
o Single action words lead to full sentences, even without full comprehension of the word
· Ages 4-7 early symbol making
o By age 4 they can engage in conversation, give & take discussions
o Use vocabulary with multiple meanings, develop complexity in descriptions
· Ages 7-9 Symbol Making
o Enter school with about 14 000 words
o Able to converse with many at once
o Subtleties of pronunciation, diction, meaning, understood
· Ages 9-11 Emerging Expertise
o By age 10, most have adult capacity for language, using metaphor, multiple meanings, sarcasm, humour, fairly large vocabulary
o Able to think about language as a system, leading to grammar, riddles, jargon, jabberwocky,
· Ages 11-13 Artistic Challenges
o Vocabulary has reached about 30 000, including many slang and abstract words
· Ages 14-17 Thinking Artistically
o Little change other than the addition of new words, some improvement in expression
Physical/Perceptual Development
·Uncoordinated
· Body & mental developments are not synchronized, the body and the mind have very specific schedules of their own
· ages 2-4 mark making
o Quadruple form birth by age 2, dramatic increases in motor skill & coordination
o When fine motor control is developing, the fingers begin to hold the tools, leading to greater dexterity
· Ages 4-7 early symbol making
o Fine motor skills, increased small muscle control, perceptive ability, distinguishing 2,3-D
o Use of space still undeveloped
· Ages 7-9 Symbol Making
o Increased fine & gross motor skills, complex physical activity
o Hand eye coordination improves, improving proportion and perspective, depth, distinguish 2 & 3 dimensions easily
· Ages 9-11 Emerging Expertise
o A lull in physical growth, though mental development is rapid
o Their physical inadequacy renders them unable to achieve many of their goals
o Without proper instruction, some skills wane
· Ages 11-13 Artistic Challenges
o Puberty starts, for some it is early, late, slow or rapid. Creating ample confusion
o Sexual characteristics develop, for many they are clumbsy
· Ages 14-17 Thinking Artistically
o Physical maturity, refined motor skills return, strength and flexibility improve
o Physical appearance becomes very important among women and men, many become sexually active.
o Sometimes body issues develop including, eating disorders and steroid use
Aesthetic Development
· Understanding of the art of the world, others and themselves.
· Multiple stages of aesthetic development in childhood and adulthood
· The stages of development are more aligned with art experience than with age
· Ages 2-4 Mark Making
o Curious, egocentric, immediate, kinaesthetic response to all stimuli
o Responses from abstract art also
o Usually unable to explain their preferences, but are able to relate images to their own life
o No grasp of complex artistic concepts such as artistic style or intent
· Ages 4-7 early symbol making
o Move toward subject matter: away from kinaesthetic
o Move away from intuition, towards logic & decision making about design
o More and more interested in realism
· Ages 7-9 Symbol Making
o Naturalistic representation is the purpose of art
o Opinionated, and clear, solid on their position,
o Are beginning to differentiate styles and medium, artists, and organize time continuum
· Ages 9-11 Emerging Expertise
o Start to think about artistic style and abstract concepts, composition, colour use, media
o Begin to define art on expressive and artistic level, not just realistic accuracy
o Expanded sense of time, and awareness of styles, allows them to date artwork
· Ages 11-13 Artistic Challenges
o Development of individual expression,
o Appreciate art by the principles of design
o Identify artist, period, style, media and technique. And apply to their own work
· Ages 14-17 Thinking Artistically
o Take the role of the artist, fully comprehend and analyze works
Development in Chronological Stages
· Mark Making(ages 2-4)
o The initial stage of artistic development
o Begins with accidental marks moving towards recognizable, standardized symbols
o Bases for numbers letters and images
o Academic achievement can be improved by freedom to make marks
o Switching between 4 distinct behaviours
o Manipulation
§ Kinaesthetic experience, unaware of symbols, or even marks
§ Usually hitting a mark maker on something for the sake of banging
§ Marks made in this way are called ‘bang dots’
§ Tools gripped with the whole hand, and manipulated with the whole arm
o Uncontrolled
§ The child has realized the relationship between the marks and the ‘marker’
§ experimentation in movements results in different types of marks
§ broad use of color and line types, but no forethought attached to decisions
§
o Controlled
§ After close observation, repetition builds, and conscious effort to produce lines
§ Establishment of figure-ground relationship
§ Improved motor skills and hand-eye coordination leads to shapes and controlled marks
§ expanding symbolic vocabulary
§ boundaries of the page are recognized
§ preferences in the tools, surfaces and colour begin to build
§ stories and naming pictures. = marks have meaning
o planned
§ Non-recognizable symbols, but carefully thought out, intent
§ Geometric accuracy, outlining, first step in realistic representation
§ Arranging shapes, preplanning
· Early symbol making(4-7)
o Early years of school, search for representative schema
o ‘suns’, people, numbers & letter first things represented
o Stick figures, repetition of simple shapes to define world
o Symbols undergo constant change, non logical procession esp. embellishments
o No weight on spatial relationships or accuracy of colour
· Symbol making (7-9)
o More interested in making, not what is produced, but are happy with their art
o Human figures are recognizable, improved visual organization, ground line, local colour
o Mulit-view point, x-ray, and other experimentations to find ways of depicting the image
o Many peculiar variations to resolve visual & spatial problems
o Strong motifs of their lives carried into whatever art they make.
· Emerging expertise(9-11)
o Move away from symbolic communication towards art as a creative endeavour
o Desire for very realistic representation, often accompanied by dissatisfaction in their art
o Short-hand images, cartooning, experiment with views other than frontal
o artistic desire develops ahead of ability, often
o development of a horizon line, replacing the multiple ground lines, thus introducing foreground, middleground and background.
o Manipulations of the visual plane, as well as other abstract concepts, such as hybrids
o Shift towards fantasy and social issues, observation and design, rather than their life
o Differentiation between gender themes takes place in this stage. Girls draw ‘girly’ etc.
o Strong preferences are developed, typically tools used for maximum detail 2-D
o 3-D work does not undergo the same gruelling criticism
· Artistic challenges
o Marks the end of most students formal art education
o Focus on the need to develop skill, critical awareness, emphasis on final product
o Realistic representation improves, proportion colour, space etc.
o Students set a standard of what is good or bad art
o Beneficial for students to track their own progress rather than compare to others
o Early attempts at perspective drawing, the principles of that applied
o Move towards emotive, or expressive art
· Artistic thinking( 14-17)
o Entry to adulthood, adult understanding of artistic concepts, art is a process
o Subject matter is open ended
o Less influenced by peers, increasingly developed personal style and focus
o Interest in other medias. 2 & 3 dimensional
o Interest in distortions and abstractions and other visual affects
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