Running head: ANALYZING ELEMENTARY ART

Analyzing Elementary Art

Emily Wrenn
University of Missouri

ANALYZING ELEMENTARY ART

Analyzing Elementary Art

The arts have been studied and analyzed for centuries. Art can teach lessons, while
pushing individuals to be creative and use their imagination. It is important that education
recognizes the arts, because they, help children learn to say what cannot be said (Eisner, 2002).
There are many students that have trouble expressing themselves. Art can allow these students to
put their thoughts and ideas down on paper. Following this idea, teachers can form lessons, or
individualized plans, that will better meet the needs of these creatively inclined students.
According to Brittain & Lowenfield (1970), children encounter six stages of artistic
development, between the ages of two and seventeen. The first stage, where self-expression
begins, is called, The Scribbling Stage, Two-Four Years. This stage consists of, circles, lines,
loops and swirls, and may be hard to interpret (p.474). The second stage is called the,
Preschematic Stage, Four-Seven, where geometric shapes begin to form (p. 475). The next two
stages are called, The Schematic Stage, Seven-Nine Years and The Gang Age, Nine-Twelve
Years. During these middle two stages, children become more self-conscious of their art. There
is a, greater awareness of detail, and a greater form of concept (Brittain & Lowenfield, 1970,
p.477). In the next stage, the Pseudo-Naturalistic Stage, Twelve-Fourteen Years, students
become, critically aware of [their] own shortcomings in art (Brittain & Lowenfield, 1970,
p.477). Details become more apparent, and there is action involved. Finally, the last stage is
called, Adolescent Art, Fourteen-Seventeen Years, where there is great detail and perspective.
Satire can be seen, and there is a conscious development of artistic skills. This is the highest
stage of development.
These six stages are helpful when analyzing students artwork. However, it is important
to remember that every student is different and unique. Keep in mind that, Childrens abilities to

ANALYZING ELEMENTARY ART

create drawings and to understand art develop in a parallel fashion to changes in their cognitive,
emotional, social, and physical growth (Erickson & Young, 1996, p.41). Teachers can use these
stages to better understand where individual students are in their artistic development. After
conducting my own interview and analysis, I believe that I can identify where my first grade
student falls. By observing drawings, one can learn numerous things about a students interests,
thoughts, ideas, and abilities.
Method
For this study, I asked a first grade student named Mitch (pseudonym) to create a picture
of himself, enjoying time at home. I chose Mitch for this study because my host teacher
suggested that he would be an interesting student to analyze. Due to his behaviors in the
classroom, and lower academic capabilities, she felt that he might give for an interesting
discussion. Mitch used a lead pencil, crayons, and paper to complete this task. Mitch and I sat
out in the hallway, while I observed him working. As time progressed, I recorded the dialogue,
asking insightful questions about Mitchs thought process.

ANALYZING ELEMENTARY ART

Findings
Mitch finished his drawing in approximately 15 minutes (Figure 1). He decided to draw
himself at home in his bedroom. The stick figures represent him and his family. I learned that he
has two sisters. He also drew his dog next to him. He is the figure furthest to the left. Mitch then
drew a box like area, which he said was his bedroom. The door is the entrance to his room, and
he said that the purple colors represented his bed. He continued to make different scribbles
around the outside of the paper. According to Mitch, the blue area is water. He said, It was
raining outside last night; I watched it from my window.
While Mitch drew this scene, I learned about his artistic abilities, his interests, and
thought process. I learned that Mitch is very determined, and knew exactly what he wanted to
create. I was able to see a bit into his home life, and learned his love for his siblings. Being the
youngest, it was apparent that he looked up to them. I conversed with Mitch about my own
siblings, and connections were made. As a teacher, it is critical to make connections with your
students. Through art, teachers can learn about their students. Art can also enhance learning,
spark creativity, and permit intelligence. As a future teacher, it is important to understand that,

ANALYZING ELEMENTARY ART

Education can learn from the arts that open ended tasks permit the exercise of the imagination,
and the exercise of imagination is one of the most important of human aptitudes. It is
imagination, not necessity, that is the mother of invention (Eisner, 2009, p.7).
In completing this drawing, I believe that Mitch is in the Preschematic Stage. As I
previously stated, four year olds to seven year olds typically fall within this stage, for this is their
first attempt at using representations. When analyzing Mitchs drawing, his characters are simple,
and the human figure representations include, head-feet symbol grows out of scribble; gradual
inclusion of arms (often from head)people are looking at viewer, usually smiling (Brittain &
Lowenfield, 1970, p. 475). When speaking with Mitch, I asked why he had drawn certain lines.
He said that he did not know and did not specifically think about it. This would make sense
because during the Preschematic Stage, Placement and size of objects are determined
subjectively; objects drawn are not related to one another; and objects seem to float around the
page (Brittain & Lowenfield, 1970, p.475). This can be seen throughout the story. He used
different colors, but there is little structure.
Conclusion
As a seven year old boy, Mitchs artistic development follows the typical trend. In
order to challenge Mitch, I would want him to start thinking about his drawings more critically.
For the past several weeks, I have analyzed many of my first grade students. Numerous kids have
a hard time explaining their reasoning, and forming thoughts to words. Art creates a great outlet,
and can help with this problem. Thoughts will slowly develop, and I predict that Mitch will move
into the next artistic stages, within a year or two.

ANALYZING ELEMENTARY ART

For the future, it would be beneficial to push Mitch to tell stories. This will help him
develop his ideas. I think that by prompting more specific questions, Mitch will think more in
depth. Art can help students express their ideas, and generate stories. For humans, Stories are
easier to remember because in many ways, stories are how we remember (Pink, 2006, p.101).
In my future classroom, I want my students to use their imagination through stories. Imagination
is very important, and as future educators, it is critical to create a safe space for this creative
process.

References
Eisner, E. (2002). The arts and the creation of mind. New Haven, CT: Yale University Press.
Eisner, E. (2009). What education can learn from the arts. Art Education, 6-9.
Erickson, M., & Young, B. (1996). Art Advocacy: What every educator should (but maybe
doesnt) know. School Arts, 37-39.
Lowenfield, V., & Brittain, W.L. (1970). Creative and mental growth. New York: Macmillan.
Pink, D. (2006). A whole new mind: Why right-brainers will rule the future. New York:
Riverhead Books.