Roenfeld believes that in art education, art is only a way to achieve a goal, not an end. The goal of art education is to cultivate creative and healthy people. Creativity is the potential that every child has. In order to realize this potential, teachers or parents should eliminate interference for children, avoid letting children use color picture books, and don't evaluate children's works from the perspective of adults. In this way, every child will freely use his own creative desire and use his own senses to feel and experience life. This is the best way to bring his creativity into play.
Roenfeld divided the development of children's art into six stages:
Graffiti stage (2~4 years old): the first stage of children's self-expression;
Pre-stylization stage (4~7 years old): children make their first performance attempt;
Stylistic stage (7~9 years old): the formation of physical concepts;
Party-mass era (9~ 1 1): the embryonic stage of rationality;
Inference stage (1 1~ 13): quasi-realistic stage;
Youth crisis (13~ 17): a decisive period for the development of children's art.
(a) graffiti stage (graffiti stage) 2 ~ 4 years old.
Children's graffiti is the product of their visual experience and the coordination of body and finger muscle movements, and it is also an instinctive performance. Roan fel thinks that children's initial doodling is an unconscious reflex action, with no intention of creation. Just enjoy the satisfaction of muscle movement and the pleasure of drawing on paper with a pen. But gradually, children can find that the lines on the paper are related to their own movements, so they continue to doodle and gradually develop graffiti processes related to physical and mental development, such as hand-eye coordination and muscle control. Graffiti can be divided into three stages:
1. Graffiti (graffiti)
Age: about 2 years old.
Features: (1) Holding the pen with one hand, shaking the arm to draw lines, still unable to control the movements. (2) the eyes may not look at the picture, and the eyes have nothing to do with the movements of the hands.
2. Graffiti or control graffiti.
Age: about two and a half years old.
Features:
(1) Graffiti with repetitive actions has the ability of hand-eye coordination, and repeated vertical lines and horizontal lines often appear.
(2) The elbow joint has been controlled.
3. The naming of graffiti
Age: 3 ~ 4 years old.
Features:
(1) Changing from a simple graffiti action to a graffiti with imaginative thinking will give graffiti meaning, but the image is still difficult to recognize.
(2) We will find the relationship between graphics and background, but we still can't express space.
(3) Graffiti will be named, and graffiti with different meanings will be distinguished by different colors.
(2) The pre-schema stage is 4-7 years old.
The contact with the environment is gradually expanding, and the exploration of the world is greater than the manipulation of one's own body. Children begin to consciously make concrete representations and discover the relationship between reality, thought and painting. Because they constantly accept new concepts, they often change their painting concepts and images. If children at this stage are still doodling, even in an orderly state, it may indicate that their cognitive development has not reached the symbolic image of people or houses that children can draw at this stage, so there may be developmental retardation or some perceptual, emotional and physiological problems that need further diagnosis and evaluation.
Features:
(1) The figure painting is mainly tadpoles.
(2) There is no spatial order, and objects are scattered all over the floor.
(3) The relationship between color and image in the picture is determined by children's preferences.
(3) The schema stage is 7-9 years old.
This period will develop its own fixed painting symbols, which can be called icons or basic patterns (Lu Yaqing, 2005,91page; Anderson,1992; Chen Chaoping and Huang Renlai, 1995, 92 pages). Icon is a representation of formal concept, a clear concept of children's visual objects, and a symbolic figure. Without special experience or stimulation, this icon will appear continuously for 2 ~ 3 years.
Features:
(1) has a clear concept of people, and there are often icons of people. If you want to emphasize a particular experience or characteristic, you will exaggerate, deform or omit the important part, which is different from the original picture.
(2) There are various forms of spatial expression, such as the appearance of baseline and antenna, unfolding or folding drawing, coexistence of one map and multiple viewpoints, X-ray drawing, coexistence of one map at different times and so on.
(3) We can find the true color from the subjective color.
(4) The realistic painting stage or gang age is 9 ~ 1 1 year.
This stage is the dramatic development period of children's painting development, and it is also the budding period of partner consciousness. The previous icon concept can no longer meet children's performance needs (Lu Yaqing, 1993), and began to engage in performance related to external visual objects. Having more knowledge of the environment and visual objects, trying to present the authenticity of one's visual concepts in painting performance is also a tendency to emphasize unrealistic imagination, and the proportion of concerned objects is gradually becoming more and more abstract. The shape and content of the picture are no longer so rigid, and more details of the environment are described. As the physiological development has gradually matured, children in the group stage can master more delicate painting movements, such as the use of soft brushes or the control of water. Characterized in that:
(1) People section: Icons disappear and are replaced by realistic lines. Will emphasize the different characteristics of clothes and gender, describe the folds of clothes and other details. There are few exaggerated or omitted expressions.
(2) Space: Abandoning the baseline will be criticized as unreasonable drawing of space in the graphic period. At the beginning, overlapping painting will be used to express the positive and negative relationship of objects, and there is a single perspective concept of small distance between objects.
(3) Color: change the concept of inherent color and apply rich tones. But it can't show the light and shadow changes of visual objects. Children in the group period are particularly easy to change the color style she/he used to use before, and are more willing to accept new emotional stimuli.
(5) Pseudo-realistic stage (1 1 ~ 13 years old)
Be able to think abstractly and have a critical awareness of your own works. Because of the enhancement of critical autonomy, although I tried to show it truly, I failed to show it truly enough, and gradually appeared "superior". Start to pay attention to the results of production rather than the process of creation. According to children's different perceptual reactions, painting shows "visual type" and "tactile type". The former pays attention to visual stimulation and cares about the change of color, light and shadow and the space of perspective; The latter emphasizes the expression of subjective experience, emotional characteristics or physical feelings, just like expressionists. However, this does not divide the characteristics of children's paintings into two. Most children are still in between, and they tend to paint in a "visual" or "tactile" way.
Characterized in that:
(1) Character expression: Vision-Pay attention to clothes wrinkles, light and shadow changes of the body, correct proportions and dynamics.
Tactile-pay attention to the part that interests you, make exaggerated performance, regardless of the correct proportion.
(2) Space:
Visual-dealing with the distance, three-dimensional space, light and shadow of the picture with a more rational and objective attitude.
Tactile painting based on subjective feeling and dealing with spatial problems.
(3) color:
Visual type-you will notice that the color will change due to the influence of light and shadow and distance.
Touch type-subjective color selection according to one's emotional response to color.
(6) The determined period is 13 ~ 17 years old.
During this period, children have grown into teenagers and need to face great changes in physical, mental and emotional aspects. Roan fel also called this period a crisis of teenagers' creative activities. Teenagers in this period have been able to perform consciously and constantly increase their critical awareness of their works. Creative expression encounters bottlenecks, and many children even lose interest in painting.