Exploring Child Art Development: Scribble Stage Insights

1 Activity 3: A Child’s Artwork Heather L. Hodges Florida State College Jacksonville EEC 4624: Creative and Affective Experiences in Early Childhood Curriculum Professor Rachel Nagel February 25, 2024

2 Activity 3: A Child’s Artwork #1 The child responsible for this work of art is a female who is 4 years of age. She is not currently attending school but is preparing for pre-k in the upcoming school year. She engages in artistic activities with her family and independently at home. She comes from a family of 4 (mom, dad, and one older brother with a five-year age gap). The child is exhibiting skills from the ‘scribble stage’ (ages 2-4). She made colorful dots with her fingertips that were “repeat[ed] over and over again and place[d] them where [she] want[ed] them” (Isenberg, 2014, p. 95). During this stage,

3 the child is developing physically through the “strengthen[ing] [of] the small muscles in their fingers . . . [by] finger-painting” (Isenberg, 2014, p. 92). She developed language skills as she described each color she chose to use for her work of art and why. This interaction aids in both social and emotional development as the child discusses how they made their picture, “how [the] colors make them feel . . . [as they explore and] establish [an] enjoyable relationship with others by using their art vocabulary” (Isenberg, 2014, p. 93). She also was able to develop cognitively with her use of mixing colors, which promotes knowledge of math and science concepts. The experience of “cause and effect . . . [showed her] how properties change . . . [allowing her to] test ideas and find similarities and differences among materials” (Isenberg, 2014, p. 93).

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4 #2 The child responsible for this work of art is a male who is 4 years of age. He is currently attending pre-k within a brick-and-mortar setting rather than a daycare. He engages in artistic experiences at home with his family and at school with other students, as well as independently in both settings. He comes from a family of 5 (mom, dad, and two older sisters with a one and three-year age gap). The child is exhibiting skills from the ‘scribble stage’ (ages 2-4) and is showing signs that they are entering the ‘beginning representation/basic forms’ stage (ages 4-7). The scribbles in this picture are “random and exploratory . . . [however, there is a] [s]ense of

5 organization, use of color, and a more conscious connection between parts of the whole.” (Isenberg, 2014, p. 95). Additionally, the child created a “[p]rimitive looking human figure . . . [with a] round head with lines emerging from them for legs and/or arms” (Isenberg, 2014, p. 96). This is known as the typical sign that a child is beginning representational and basic forms of art. During this stage, the child is developing physically through the “skill [of] making circles, ovals, lines, and [other] geometric figures”. He is building language skills as his artwork includes a “circle [used] to create a human figure . . . [making the image] very personal [and provides an opportunity for him to describe it]”. This stage in his artistic development also creates a social opportunity as children “like to talk about their picture[s]” (Isenberg, 2014, p. 107). When the child’s parents asked them to describe what they created, the child replied that they drew a picture of themselves and a spider. The child is known to be scared of spiders but said that they were making friends with the spider in the picture. This shows that their art is aiding in their emotional development as they are better “understand[ing] themselves by developing a positive self-images . . . and establishing enjoyable relationships with others by using their art”. With this conversation and awareness, his “ability to describe, interpret, evaluate, and respond to what they create[d]” is developing as well, which is a direct link to his cognitive abilities (Isenberg, 2014, p. 93).

6 #3 The child responsible for this work of art is a female who is 5 years of age. She is currently in kindergarten and engages in artistic experiences at home with her family and at school with other students, as well as independently in both settings. She comes from a family of 5 (mom, dad, one older sister, and one younger brother with a one and two-year age gap). The child is exhibiting skills from the ‘beginning representation/basic forms’ stage (ages 4-7). She used her whole hand as an aid to create a pictorial art piece that is recognizable to others through the “[c]ombin[ation] [of] shapes . . . to make flowers” (Isenberg, 2014, p. 108). During this stage, the child is developing physically through the sharpening of her perceptual discrimination skills with the “movement[s] of [her] crayon . . . [as she makes] controlled scribbles” as well as with her “us[e]

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7 [of] art materials [which] coordinate [her] movements with perception” (Isenberg, 2014, p. 92). The child’s language skills “of vocabulary and oral expression [have developed as she] communicate[s] ideas, follow[s] directions, and express[es] [her] feelings while making art” (Isenberg, 2014, p. 94). This activity “increase[d] [the] child’s social competence, relationship building [skills], and [emotional] self-control” as she had to work with peers and adults to complete this activity and maintain confidence and persistence as this type of activity is something she had never done before (Isenberg, 2014, p. 93). She also increased her cognitive senses as she used problem-solving skills to “figure out where to put certain art materials and how to use different art techniques” (Isenberg, 2014, p. 93). #4

8 The child responsible for this work of art is a male who is 7 years of age. He is currently in second grade and engages in artistic experiences at home with his family and at school with other students, as well as independently in both settings. He comes from a family of 4 (mom, dad, and one younger brother with a three-year age gap). The child is exhibiting skills from the ‘representation/schematic stage’ (ages 7-9). He is clearly showing that he is creating art that is “more realistic in terms of proportion and arrangement . . . [as he focuses on] the human figure [in his artwork] and a more developed use of [the] space [of his chosen material]” (Isenberg, 2014, p. 99). During this stage, the child is developing physically as he “strengthen[s] the small muscles in [his] fingers, hands, and wrists . . . [while] drawing with pencils and crayons” to create this mosaic-style art piece (Isenberg, 2014, p. 92). Through the process, the child also gained language skills as he had to think, discuss, and express his knowledge of how to utilize the space provided to create his artwork (Isenberg, 2014, p. 91). He completed this art piece at school in art class, so he gained social and emotional development as he “share[d] space, materials, and ideas, . . . help[ed] clean- up and return[ed] materials, . . . [as well as] work[ed] together [with other students] to plan and create [his work of] art” (Isenberg, 2014, p. 93). Additionally, he cognitively developed as he “begins to understand spatial relationships [through his] experiment[ation] with placement on the page” (Isenberg, 2014, p. 103).

9 #5 The child responsible for this work of art is a male who is 9 years of age. He is currently in third grade and engages in artistic experiences at home with his family and at school with other students, as well as independently in both settings. He also participates in art shows for the county. He comes from a family of 4 (mom, dad, and one younger sister with a five-year age gap). The child is exhibiting skills from the ‘representation/schematic stage’ (ages 7-9) and is showing signs that they have entered the ‘realism stage’ (ages 9-11) as they are clearly creating more complex and realistic artwork with this piece. During these stages, the child is developing physically through the use of his “small muscles in [his] fingers, hands, and wrist” as he moves back and forth to add shading and a shadow to the sphere he created (Isenberg, 2014, p. 92). The

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10 child viewed another realistic 3-D image of a shape to help him create this art piece, so he gained language skills as he “evaluated something of value . . . [and] communicate[d] [his own] ideas” on what steps should be taken to complete this type of art (Isenberg, 2014, p. 94). With this conversation, the child is gaining social and emotional skills as they discuss how they are “representing [their] imagination [through art] and establish [an] enjoyable relationship with others by using art vocabulary” (Isenberg, 2014, p. 93). He also developed cognitively as he “shows [an] increase [in] detail . . . [as well as] technical proficiency [in the] new ways [he] use[s] materials” (Isenberg, 2014, p. 103).

11 References Isenberg, J. P. (2014). Creative materials and activities for the early childhood curriculum .

Activity 3 - A Child's Artwork

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