The artistic development of 13 years old children.
Today, I would like to share the process of how her paintings grow through Olivia, who is experiencing remarkable growth among my students.
It considers the aspects of identity and the motivation first.
Below is a description of the age of 13 in artistic development.
LOWENFELD'S STAGES OF ARTISTIC DEVELOPMENT
THE PSEUDO REALISTIC 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. "
At this age, self-criticism and self-reflection develop, so it is easy to become dissatisfied with their works and lose interest in painting.
What impressed me in Olivia's class with me was when we learned the natural flow of watercolor through the wet-on-wet technique. A good artist to explore this technique of watercolor is Japanese watercolor artist Harusaki Kanta.
Using the artist's tape, I showed her how to create a forest of trees.
After applying the tape, spray ink over it. Then I had them peel off the tape. She was then surprised by the empty white space that was revealed. "What can I do next?" She asked me with her nervous face. I taught her to create a three-dimensional tree by gathering the surrounding colors without additional lines.
After this lesson, Olivia created and showed off the perfect, stunning forest.
After this lesson, she has been using her method to draw the picture below using her tape.
Lowenfeld warned that variations in ready-made kits or manufactured products sold in the article, GangAge, kill children's interest, curiosity, and creativity. I sympathized with this theory and encouraged them to find the materials around them and paint creatively.
And after teaching her expressive techniques from these different materials, I taught her how to paint the sea using tape. She quickly completed her own seascape. And the assignment was completed with softer and more natural colors than the class. She could believe in herself more and boldly experiment in a natural time when no one was watching. She described the work as fun.
At the age of 13, detailed observation and description of contrast and angle of light becomes increasingly possible. At this time, if you teach how to describe three-dimensional eyes by blending using lines in order, it is very helpful to develop students' descriptive and expressive skills.
I explained to her how the countless lines create realistic and three-dimensional shapes. She asked, " May I express my eyes in my style with my color?" and then she drew with different style's eyes.
When I saw this picture, I thought she was upgraded.
Humans perceive them with the "inner vision of the soul" (Muller, 1994), and this can be achieved through a good arts education. Therefore, art education in Waldorf schools aims to allow young children to engage deeply in art and strengthen their spiritual sense, emotion, and imagination. Remind them that a complex learning process requires foundation and pedagogical values.
In other words, it is more important that art teachers not only teach children the art of drawing and deliver fun through painting but also that it is more important for art teachers to provide a platform for children to upgrade their level through an educational approach based on their philosophy. I realized this at this stage.
Afterward, I taught her still life painting. Looking at this still-life piece, you can see how much she has begun to open her eyes to painting, away from her initial design mindset.
In this sense, the theory of art education provided a good opportunity to see how important a customized art education program tailored to the developmental stage of children after age 11 is.
Myungja Anna Koh