Introduction
Children artwork incorporates a number of visual combinations, which defines their level of development. As the children advance in age, their artwork becomes more effective and as they incorporate more creativity and skills ( Lopatovska et al., 2018) . The picture illustrates that children under the age of 3-5 make random scabbling on their artwork. This is evident in the above drawing as random paintings and marks are found all over the artwork (Jolley, Fenn & Jones, 2004). This occurs as the children try to move their muscles all over the drawing page.
Development stage 3-5 years
Figure 1
Figure 1 is a sample picture illustrating how children under the age of 3-5 make random scabbling on their artwork. This is evident in the above drawing as random paintings and marks are found all over the artwork (Jolley, Fenn & Jones, 2004). This occurs as the children try to move their muscles all over the drawing page. The children in this development stage are not good at paintings. The children at this stage are not likely to label their artworks.
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Comments
The below comments would improve the quality of figure 1.
More exercise would make the arm’s muscles to relax.
Need to avoid unnecessary marks on the artworks.
Consider appropriately painting the drawings.
Advance skills in the shapes are required.
Consider naming the artworks appropriately.
Lifting the arm while drawing gives credible work.
Progressing to the next development stage
Make the child perform more artwork activities.
Advance communication with the child, this advances the naming.
Encourage the child to experiment and try more things.
Encourage the child to talk, by communicating to him.
Make the child remember previous events and images.
Advance the child’s imagery skills by getting them dolls and toys.
Figure 2
Figure 2 illustrates the progress the children under this stage of development, as they start making controlled scrabbling on their artwork. The children in the 3-5 years development stage as well begin incorporating objects and figures in their artwork. These include circles and lines. They as well begin making progress on painting their drawings (Jolley, Fenn & Jones, 2004). However, random marks still in their artwork. The labeling of their work is not yet realized.
Comments
The below comments would improve the quality of figure 2.
Relate the surroundings with what you draw more.
Avoid unnecessary marks by lifting your arms.
More exercise to advance the shaping and painting of images.
Need to advance on labeling the artwork.
More skills in painting needed.
Advance the images by relating what you often encounter in daily life and try drawing the exact images.
Progressing to the next development stage
Communicating with the child makes him talk and advance names.
Narrate stories to the child, and make him remember the story. This makes the child remember the learn skills in drawing.
Provide suggestions for the images you wish the child to draw, and explain you want them to be as big as what, or as small as what.
Make the child move the arms appropriately, by incorporating vigorous activities.
Figure 3
Figure 3 illustrates how children under this stage develop their skills in painting and incorporating shapes. They are able to relate what they see and draw it ( Lopatovska et al., 2018) . Moreover, they begin adopting skills to label their drawings, the naming scrabbling. The random marks begin to disappear.
Comments
The below comments would improve the quality of figure 3.
Advance the shapes of the drawings and make them appropriate.
Naming skills can be adopted by encouraging the child to talk.
Lift and move the arm more effectively.
More exercise could help the muscles of the arm to relax.
More exercise can help in drawing better quality images.
Progressing to the next development stage
Communicating with the child advances the labeling skills.
Talk to the child and make him remember things and events.
Get the child images to relate to while drawing, like a puppy or a cat.
Purchase dolls and toys for the child, and ask he draw them
Be specific on the instructions and provide illustrations on what you need to be drawn.
Development Stage 6-8 years
Figure 4
Figure 4 illustrates the artwork sample for children under the age of 6-8 years. They are able to make controlled marks on their work and applies the painting skills appropriately. They are able to demonstrate what they see in their artwork ( Pantaleo, 2017) . However, at the early times of this stage, they may not have advanced the labeling skills for their art.
Comments
The below comments would improve the quality of figure 4.
Labeling skills need to be developed.
Drawing needs to incorporate more objects.
More skills in painting need to be adopted.
A little improvement on the shapes required.
Advancing to the next development stage
Communicate with the child and help him advance naming skills.
Make the child move the arm exclusively to avoid unnecessary marks.
Make the child remember things and illustrate what needs to be drawn.
Practical examples would help the child adopt better shaping.
Figure 5
Figure 5 illustrates that children under this development stage advance the shapes of their artworks. They are able to draw clear lines and are familiar with their surroundings. They paint the drawings as they appear in reality ( Lopatovska et al., 2018) . Colouring of the paintings is advanced and uniformly distributed. The unnecessary marks on their work are limited, as they are able to move their arms, and their muscles become more flexible. The naming of the work is not yet advanced or adopted.
Comments
The below comments would improve the quality of figure 5.
Work on labeling of the artwork.
Make the shapes more relevant and uniform.
Better labeling skills.
Avoid unnecessary marks.
Progressing to next stage
Make the child remember things and events.
Labeling skills need to be adopted by talking to the child.
Enable the child to spell out the words correctly.
Relate the surroundings with the child’s drawing and give practical examples of what needs to be drawn.
Figure 6
Figure 6 illustrates the later development stage of the children within 6-8 years. The children are able to name their arts clearly and effectively. The shapes of their drawings are clear and are even able to recognize gender of those close to them. The unnecessary marks on the paintings are gone and they are able to paint their work appropriately and in accordance with how they see such drawings in real life situations.
Comments
The below comments would improve the quality of figure 6.
The labeling skills are effectively adopted.
More efforts on shapes needed, try to draw accrual figures now.
More exercise to make the drawing superb.
Include related images in the drawings.
Advance to next development stage
Make the child have more exercise to improve the quality of the artwork.
Enable the child to relate actual figures with the drawing.
Help the child adopt better painting of the images.
Enable the child to remember things he drew and draw them better.
Make the child draw out of remembrance and imaginations.
References
http://childart.indstate.edu/copyright-check.php
Jolley, R. P., Fenn, K., & Jones, L. (2004). The development of children's expressive drawing. British Journal of Developmental Psychology , 22 (4), 545-567.
Lopatovska, I., Carcamo, T., Dease, N., Jonas, E., Kot, S., Pamperien, G., ... & Yalcin, K. (2018). Not just a pretty picture part two: testing a visual literacy program for young children. Journal of Documentation .
Pantaleo, S. (2017). Exploring the artwork of young students’ multimodal compositions. Education 3-13 , 45 (1), 17-35.
Salome R. and Moore B. nd. “The Five Stages of Development in Children’s Art”, Retrieved from http://my.ilstu.edu/~eostewa/ART309/Five_Stages.htm
