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The students in this class are studying a farm and animal theme for spring time. 4 year old Ben was looking at a book on farm animals when he decided to draw a farm of his own. The page becomes a target for action as he deliberately draws what is most important to the subject. According to Viktor Lowenfeld Ben is in the second stage of development called “The PreSchematic Stage”. He is beginning to visualize in pictures, but still has little understanding of space on a 2-D surface
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3 part drawing of Samantha’s new baby sister. She first drew the smiling face after we spoke about what can happen inside and outside of a circle and then slowly added different elements to the drawing making sure to be very intentional with her color and line choices.
As I watched Samantha draw her picture I was reminded of certain habits of mind/life lessons that educator Elliot Eisner writes about in his 2002 book The Arts and the Creation of Mind. 3 in particular were:
- The arts help children learn to say what cannot be said.
- The arts teach students to think through and within material.
- The arts teach students that small differences can have large effects.
3 year old Riley has a very distinct and signature way of drawing. The two types of scribbles that she loves to combine, as psychologist Rhoda Kellogg would called them are roving enclosed lines and multiple line overlaid circles.
1st picture: “A jungle with purple lily pads, a blue pond, and wiggly purple toys for frogs to play with.”
2nd Picture: “The forest is blue and the pond is brown.”
Albert Bandura is a psychologist known for his social learning theory and for his theoretical construct of self-efficacy. According to Bandura self-efficacy develops in 4 main ways: social modeling, social persuasion, mastery experiences, and psychological responses. In this picture we can see observational learning and social modeling taking place by the way Riley copied Samantha as she was drawing to make her own enclosure and tell her own narrative. After she succeeded in her drawing she proudly went around the room showing it off to friends and teachers.
Art making offers a window into the imaginations of young children. When we treat art as a form of inquiry by asking questions, commenting on choices, and listening to explanations we gain insight into the actions of our students and they gain insights about the way they perceive the world and their abilities.
Learn more about guided inquiry in early childhood here: http://inservice.ascd.org/guided-inquiry-in-early-childhood-teaching-and-learning/
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