Stages of Artistic Development Assignment

For this assignment you will need to analyze 4 drawings. You have the choice to get these drawings from your classroom students or you can use
the 4 drawings from the Stages of Artistic Development Examples document in D2L. In this document you will see art from 2 different students
within two different age groups. You will only know the age of the child. You will then need to analyze the work and see if it fits within the
parameters of Lowenfeld’s and Edwards’ models based on the age group? The paper will ask you to cite specific ways that you can tell the piece
fits or does not fit the stage of artistic development for their age group. You will also have to synthesize applications for the use of this kind of
information in curriculum planning.

Step 1: Collect 4 pieces of art from your students and take note of their age; or take a look at the 4 example images in the “Stages of Artistic
Development Examples” document there are two from different 9 year old artists and 2 from different 6 year old artists.

Image 1 – 9 year old boy

Image 2 – 6 year old girl

Image 3 – 6 year old boy

Image 4 – 9 year old girl

Step 2: Use what you learned from Lowenfeld and Edwards’ stages of artistic development and visually analyze where these pieces of work fit both
models. Discuss if they make sense for the age that they are. Use specific visual elements from the work to back up your analysis.

Image 1 – 9 year old boy

I believe this student fits into Lowenfeld’s Schematic Stage, since the drawing a very clear ground line that all off the people are standing on, there
is little overlap, and the people drawn here are more advanced than the Pre-Schematic Stage, which more so resemble potatoes with sticks for
arms and legs. There is no definitive skyline, but the Sun is depicted clearly in the sky. Putting this student in the Schematic Stage makes sense since
the Schematic Stage is normally from 7 to 9 years old, and this artist is 9 years old. For Edwards’ Model, this student lies in the Pictures that tell
Stories stage. This image clearly tells a story, as it even includes text to describe an event that is occurring for the people depicted. It looks like this
child is describing a story about someone named Anton, possibly a story or person they learned about in school and are trying to make sense of this
new information through drawing, as this stage suggests. The Pictures that tell Stories stage is from ages 4 to 6 years old, which does not align with
this 9 year old student’s art. There is no clear and detailed landscape with colors used like in “The Landscape” Stage (6-8 years old) and a lack of
realism needed to be in the “Stage of Complexity” (8-10 years old), where this 9 year old should be according to this model.

Image 2 – 6 year old girl

I believe this student is in Lowenfeld’s stage Dawning of Realism. This artist appears to be at the beginning of this stage, looking deeper into the
details of the person they are drawing. They appear to care more about proportions as well. This artist is only 6 years old, which is younger than the
9 to 12 year old range for the Dawning of Realism stage. This child may be advanced for their age, honing in on their art skills at a younger age than
most. In Edwards’ model, this student fits into the Stage of Complexity since the drawing is showing realism through including details like a specific
nose, teeth, and eyelashes, while not yet being refined enough to be considered the Stage of Realism. This artist is only 6 years old, while this stage
encompasses students from 8 to 10 years old. Once again, the artist is younger than the stage’s age range, which may be due to advanced art
experience or environment growing up.

Image 3 – 6 year old boy

This student fits into Lowenfeld’s Schematic Stage. It has a clear ground and skyline, where the ground is green and objects are properly sitting on it
and the sky is filled with appropriate elements like smoke, the sun, clouds, and a flying bird. The work seems very free and spontaneous, depicting
many objects and colors. This student is 6 years old and the stage’s age range is 7 to 9 years old, so the student is younger than this stage predicts,
but not by much. Using Edwards’ model, this student fits into the Landscape stage. At the top of the paper, this stage requires a sky with a sun and
clouds, which this drawing has. The stage also requires a green groundline, which this drawing also has at the bottom of the paper, where trees and
cars sit on it. This stage has an age range of 6 to 8 years old, which this 6 year old artist perfectly fits into.

Image 4 – 9 year old girl

The stage this student is in is more difficult to determine since there are not many objects or colors. Using Lowenfeld’s model, I believe this artist is
in the Schematic Stage, since there is no overlap and there is a groundline, which appears as grass blades. The artist uses enough detail in the
flowers and individually drawn blades of grass to be in the Schematic Stage, but not enough detail to be in the Dawning of Realism stage. The age
range for the Schematic Stage is 7 to 9 years old and this student is 9 years old, which fits into the age range. Using Edwards’ model, this student is
in the Landscape Stage. While it is not colored green, there is a clear groundline at the bottom of the paper in this drawing, shown by blades of
grass. The somewhat detailed flowers sit realistically on the groundline. This student may still be perfecting how to implement a skyline. There is
not enough detail in this landscape to be considered in the Stage of Complexity, but does not tell a story like the Picture that tell Stories stage
suggests, so it makes sense that this artist is in the middle, in the Landscape stage. This stage has an age range of 6 to 8 years old and the artist is 9
years old, meaning she is slightly older than her stage of artistic development would suggest.
Step 3: Write a paragraph or two about how this information could be beneficial in the classroom for future curriculum planning and even
differentiating approaches for specific students.

Knowledge about the artistic stages of development can help teachers appropriately plan their lessons that involve creating art. For instance, a
kindergarten teacher would be inappropriately challenging their students if they assigned a landscape drawing. Knowledge of what classifies each
stage of artistic development can help determine what specific elements to look for when creating a rubric for the art assignments. For example, a
second grade teacher could be looking for a green groundline and a blue skyline with a sun in an assigned landscape drawing, since students in that
stage of development are found to include those elements in their art. However, not all students of a certain age will lie within the corresponding
age ranges of these models. Teachers should challenge their students to include the elements seen in their stage of artistic development based on
their age but should adjust rubrics for students who are in lower or higher age ranges. For instance, if a student is clearly in the Schematic Stage but
“should” be in the Dawning Realism phase, the student should not be docked points for not having small, tight elements in their drawing, since
they may not have the motor skills/practice to do that yet. In the opposite sense, if a gifted student is in the Dawning Realism Stage but the rest of
the class is in the Pre-Schematic Stage, you can include different requirements for them like including detailed and realistic depictions of whatever
it is you want them to create. These different requirements for the gifted students should not make them do work, but instead should challenge
them to create art at a level that is more appropriate for them.a

Criteria 20-18 17-16 15-14 13-12 11-0

Excellent Good Fair Minimal Basic
Visual Analysis The analysis shows a very The analysis shows a clear The analysis shows a The analysis shows a fairly The analysis shows a very
(Part 1) clear understanding of the understanding of the stages somewhat clear unclear understanding of unclear understanding of
visual parts of the stages of artistic development. understanding of the stages the stages of artistic the stages of artistic
of artistic development. You use fairly specific parts of artistic development. development. You use development. You use very
 You use specific visuals from each of the 4 drawings You use somewhat specific general parts from each of general parts from each of
from each of the 4 to defend how well they all parts from each of the 4 the 4 drawings to defend the 4 drawings to defend
drawings to explain why fit into the particular stages drawings to defend how how well they all fit into how well they all fit into the
they all fit into the you chose. You cite fairly well they all fit into the the particular stages you particular stages you chose.
particular stages you specific language from both particular stages you chose. chose. You cite general You cite little to no
chose. You cite very Lowenfeld and Edwards, to You cite somewhat specific language from both language from both
specific language from defend your explanation for language from both Lowenfeld and Edwards, to Lowenfeld and Edwards, to
both Lowenfeld and how a particular drawing Lowenfeld and Edwards, to defend how a particular defend how a particular
Edwards, to defend your does or does not fit the defend how a particular drawing does or does not drawing does or does not fit
explanation for how a stages. drawing does or does not fit fit the stages. the stages.
particular drawing does or the stages.
does not fit the stages.
Written You Justify very well how You Justify well how you You Justify somewhat well You Justify somewhat You Justify poorly how you
Synthesis you could use this could use this information how you could use this poorly how you could use could use this information
information to help lesson to help lesson or unit plan. information to help lesson this information to lesson to lesson or unit plan. You
(Part 2) or unit plan. You also You also consider how this or unit plan. You explain or unit plan. You explain explain very minimally how
strongly consider how this could be used to somewhat how you could minimally how you could you could use this
could be used to differentiate your planning, use this information to use this information to information to differentiate
differentiate your scaffold lower learners differentiate your planning, differentiate your your planning, scaffold
planning, scaffold lower and/or challenge gifted scaffold lower learners planning, scaffold lower lower learners and/or
learners and/or challenge students. and/or challenge gifted learners and/or challenge challenge gifted students.
gifted students. students. gifted students.

Total: ___________/40