Analysis of Artistic Behavior in Young Children. Final Report.

Autor/in	Brittain, W. Lambert
Institution	Cornell Univ., Ithaca, NY. Cornell Research Program in Early Childhood Education.
Titel	Analysis of Artistic Behavior in Young Children. Final Report.
Quelle	(1973), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Art Education; Art Expression; Cognitive Development; Early Childhood Education; Freehand Drawing; Maturation; Motor Development; Painting (Visual Arts); Perception; Perceptual Motor Coordination; Preschool Children; Sex Differences; Teacher Role; Teaching Methods + Suchen Sie Ihr Suchwort? Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Kognitive Entwicklung; Early childhood; Frühkindliche Bildung; Frühpädagogik; Drawing; Zeichnen; Motorische Entwicklung; Malerei; Wahrnehmung; Körperkoordination; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Sex difference; Geschlechtsunterschied; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This a report of several studies of children's artistic behavior carried out at Cornell University with 3- to 5-year-old nursery school children. The studies involved: (1) taping comments children made while painting at nursery school; (2) determining if there was a difference in difficulty between two- and three-dimensional representations; (3) seeing whether giving a child an opportunity to handle an object before drawing it affected the finished drawing; (4) training children in copying a square to see if improvement could be brought about; (5) studying the relationship between matching, recognition, tracing and copying of geometric forms; (6) determining whether meaningfulness of a form affected children's ability to copy it; (7) comparing children's drawing and writing ability; (8) comparing children's drawing of geometric forms on various shaped backgrounds; (9) determining the effect of selected experiences upon children's drawing; and (l0) making videotapes of children using art materials. Implications include the importance of the teacher as a catalyst in the drawing process, especially if the teacher is a non-interfering one; the greater importance of process rather than product to the child; the clear developmental differences between 3-year-olds and 4-year-olds. It is suggested that little can be done to speed up or change a child's ability or developmental level in artistic expression. Improved drawing ability seems to result from something other than improved motor coordination or perceptual skill. (MS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC