Description
Important Note: Students may want to read and review Chapter 3 prior to starting this project. This chapter does have helpful information that might be beneficial when you start working on collecting the artwork for the Stages of Scribbling.
Students will sit down and encourage at least two or three children or a group of children ages: infants to 6 years to draw. Collect at least five open-ended drawing projects (no color book pictures please). The collection of drawings should be a wide age-range between the observed children's ages. In other words, you should not have two 4-year olds or three 2-year olds because these drawings would not be good examples of the children's ages and stages of different developmental levels.
Record anything the child says about his or her picture. Do not ask the child "What is this?" or "Tell me about your picture." Focus on something in the drawing that stands out, for example, "I see that you used a lot of purple in your picture" or "You have three lines going up and down in your picture". If you start your comments appropriately, it will give the child the opportunity to engage in a conversation about his/her artwork. If the child is non-verbal, observe and record the child's reactions through body language and facial expressions. For verbal children, document the his/her reactions (body language/facial expressions) and responses; use as many words as possible to provide a clear picture of what occurred during this project.
Before submission please follow the directions below:
- Label the Stage of Scribbling for each drawing to include each child's age (refer to the textbook for more information).
- Scan or take a picture of each labeled drawing. Be sure the images of the drawings are close enough in view so that I can see each drawing clearly, otherwise students will lose several points for blurred images or images taken that are too small in size.
- For each drawing, document the child's reactions and responses about the picture. Remember if the child is non-verbal record the child's reactions through body language/facial expressions.
- Afterwards, explain how you would use each child's documentation in a parent/teacher conference. How would you use each child's documentation to teach his/her parents about creativity? How would you use them to teach the child's parents about how "scribbling" leads to writing skills? Students should not document the same information for each individual child.
- For the written documentation, you should have at least one full paragraph per child to include the above information.
- Please check spelling and use of grammar to avoid losing points.
Note: Remember you would not share the same information in a parent/teacher conference, teaching parents about creativity, and how scribbling leads to writing skills for the parents of a two-year old versus the parents of a four-year old. Also, remember each child is an individual with unique qualities, characteristics, temperament, and learning style, as a result, your parent/teacher conference should reflect all of these qualities.
Submit to the appropriate link.
The following articles may be helpful resources:
http://www.darienlibrary.org/node/1039
http://main.zerotothree.org/site/PageServer?pagename=ter_key_language_writingart&AddInterest=1145
Explanation & Answer
Running Head: Art & Design
1
Creative Analysis
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Institution
Professor
Date
Running Head: Art & Design
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Documentations
18 months old
The 18 months old smiles while holding the paper and looking at the random lines he has drawn
on the paper. He also moves his arms from margin to margin as he attempts to draw other lines
on the paper. He also grasps the pencil with the whole hand. There is some joy on his face every
time I look at the drawings of lines he has made.
2.5 years old
The two and half year’s old smiles when I ask her about the circles and triangle-like drawings on
her paper. She also giggles a lot with happiness when I take a deep ...
Review
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