Scribd
Upload
1K views3 pages

Lowenfeld'S Stages of Artistic Development: 1. Scribble

Lowenfeld identified 6 stages of artistic development in children: 1. The Scribble stage (ages 2-4) where children explore mark-making and begin to associate scribbles with stories. 2. The Preschematic stage (ages 4-6) where children begin incorporating shapes resembling people or animals but with little understanding of space. 3. The Schematic stage (ages 7-9) where children demonstrate awareness of space and relationships between objects in their drawings. 4. The Dawning Realism stage (ages 9-11) where children strive for realism but from their own point of view rather than a photographic sense. 5. The Pseudoreal

Uploaded by

muzek_amn
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
1K views3 pages

Lowenfeld'S Stages of Artistic Development: 1. Scribble

Lowenfeld identified 6 stages of artistic development in children: 1. The Scribble stage (ages 2-4) where children explore mark-making and begin to associate scribbles with stories. 2. The Preschematic stage (ages 4-6) where children begin incorporating shapes resembling people or animals but with little understanding of space. 3. The Schematic stage (ages 7-9) where children demonstrate awareness of space and relationships between objects in their drawings. 4. The Dawning Realism stage (ages 9-11) where children strive for realism but from their own point of view rather than a photographic sense. 5. The Pseudoreal

Uploaded by

muzek_amn
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 3

LOWENFELD'S

STAGES OF ARTISTIC DEVELOPMENT

1. SCRIBBLE
(2 to 4 years)

The Scribble stage is made up of four sub-stages. (a) Disordered - uncontrolled


markings that could be bold or light depending upon the personality of the child.
At this age the child has little or no control over motor activity. (b)Longitudinal -
controlled repetitions of motions. Demonstrates visually an awareness and
enjoyment of kinesthetic movements. Circular - further exploring of controlled
motions demonstrating the ability to do more complex forms. Naming - the child
tells stories about the scribble. There is a change from a kinesthetic thinking in
terms of motion to imaginative thinking in terms of pictures. This is one of the
great occasions in the life of a human. It is the development of the ability to
visualize in pictures.

2. PRESCHEMATIC
(4 to 6 years)

The preschematic stage is announced by the appearance of


circular images with lines which seem to suggest a human or
animal figure. During this stage the schema (the visual idea) is
developed. The drawings show what the child perceives as
most important about the subject. There is little understanding
of space - objects are placed in a haphazard way throughout
the picture. The use of color is more emotional than logical.

3. SCHEMATIC
(7 to 9 years)

This stage is easily recognized by the demonstrated awareness of the concept of


space. Objects in the drawing have a relationship to what is up and what is down.
A definite base and sky line is apparent. Items in the drawing are all spatially
related. Colors are reflected as they appear in nature. Shapes and objects are easily
definable. Exaggeration between figures (humans taller than a house, flowers
bigger than humans, family members large and small) is often used to express
strong feelings about a subject. Another technique sometimes used is called
"folding over" this is demonstrated when objects are drawn perpendicular to the
base line. Sometimes the objects appear to be drawn upside down. Another
Phenomenon is called "X-ray". In an x-ray picture the subject is depicted as being
seen form the inside as well as the outside.

4. DAWNING REALISM
(9 to 11 years)

Dawining realism is also known as the gang age. Group


friendships of the same sex are most common. This is a
period of self awareness to the point of being extremely self
critical. The attempts at realism need to be looked at from
the child's point of view. Realism is not meant to be real in
the photographic sense rather than an experience with a
particular object. In this regard this stage is the first time that
the child becomes aware of a lack of ability to show objects
the way they appear in the surrounding environment. The
human is shown as girl, boy, woman, man clearly defined with a feeling for details
often resulting in a "stiffness" of representation. Perspective is another
characteristic of this stage. There is an awareness of the space between the base
line and sky line. Overlapping of objects, types of point perspective and use of
small to large objects are evident in this stage. Objects no longer stand on a base
line. Three dimensional effects are achieved along with shading and use of subtle
color combinations. Because of an awareness of lack of ability drawings often
appear less spontaneous than in previous stages.

THE PSEUDOREALISTIC STAGE


(ll to 13 years)
In the previous stages the process in making the visual art was of great importance.
In this stage the product becomes most important to the child. This stage is marked
by two psychological differences. In the first, called Visual, the individual's art
work has the appearance of looking at a stage presentation. The work is inspired by
visual stimuli. The second is based on subjective experiences. This type of
Nonvisual individual's art work is based on subjective interpretations emphasizing
emotional relationships to the external world as it relates to them. Visual types feel
as spectators looking at their work form the outside. Nonvisually minded
individuals feel involved in their work as it relates to them in a personal way. The
visually minded child has a visual concept of how color changes under different
external conditions. The nonvisually minded child sees color as a tool to be used to
reflect emotional reaction to the subject at hand.

Note:The above is a brief summary of the subject, for more information refer to the
following book. With the exception of the illustrations all of the above content is
from: CREATIVE AND MENTAL GROWTH, Viktor Lowenfeld, Macmillan Co., New
York, 1947

http://www.d.umn.edu/~jbrutger/Lowenf.html

You might also like

pFad - Phonifier reborn

Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.

Note: This service is not intended for secure transactions such as banking, social media, email, or purchasing. Use at your own risk. We assume no liability whatsoever for broken pages.


Alternative Proxies:

Alternative Proxy

pFad Proxy

pFad v3 Proxy

pFad v4 Proxy