Caitlin Hazelton ARTE 544, Fall 2018 FACILITATION SHEET Title: The Dawning Realism Author(s): Lowenfeld, V. and Brittain, W.L. Source/Date: Creative and mental growth. New York: Macmillan. (1987). Main Idea/Purpose (2-3 sentences): Young people ages 9-12 are entering a new developmental stage of artistic technique and environmental and emotional awareness. Art educators must be aware of the artistic development and emotional, social and creative growth that occur in this stage of life in order to properly motivate students to create meaningful artworks. Motivation occurs by facilitating cooperative art projects, individual interests and providing art materials that encourage risk taking and meaningful art production. Short Overview (including any important quotes): In this chapter Lowenfeld describes the ages of 9 years to 12 years as the “gang age”, where children start to develop artistically as well as emotionally and socially. They become more aware of their environment and each other, and live in …”a world that is filled with emotions, but emotions that are hidden from adults…a real world that belongs only to them” (Lowenfeld, 1987, p. 308). This increasing independence and identity discovery are coupled with a new stage in creative growth that incorporates more detailed representations that include horizon and overlapping objects. Their subject matter becomes more personal, and they begin to focus on more symbolic or abstract concepts rather than concrete (Lowenfeld, 1987). This stage of development is also a time of great emotional changes, as they become more of aware of sexuality, gender roles and begin to question their world around them. “Children are becoming increasingly critical of others and of themselves, and some will begin to hide their drawings from an inquisitive adult or else make some disparaging remark about their efforts” (Lowenfeld, 1987, p. 321). Art education can provide a way for students to channel these developing characteristics, and “…the teacher must promote in children a greater sensitivity to a changing environment and awareness of their own thinking, feeling, and perceiving to help them develop their fullest potential” (Lowenfeld, 1987, p. 325). Children of “gang age” are struggling to balance their newfound sense of independence with their social desires to belong to the larger group, and the art classroom can provide a “…stimulating, exciting place, where natural drives of children are not only accepted but utilized to develop stimulating education that is meaningful for the students” (Lowenfeld, 1987, p. 329). 1
Response/Critical Reflection (Include applications to future teaching): Lowenfeld’s observations of childhood development on an emotional, social and creative level are very important and still hold relevance today, in spite of originally being written almost 70 years ago. I agree that in order to motivate students in the middle school age that art educators “…must provide an opportunity to express a growing awareness of sex, to develop a greater awareness of self, and to satisfy a new curiosity about the environment” (Lowenfeld, 1987, p. 329). He also makes a valid point that “Children who constantly depend upon stereotypes are unable to express their true feelings” (Lowenfeld, 1987, p. 326). This is an ironic statement, considering that Lowenfeld makes several stereotypical comments throughout the chapter, such as “Girls of this age often focus a great deal of interest upon drawing horses” (Lowenfeld, 1987, p. 310). However, I feel that this writing is careful to mention that this is representative of individual interests, rather than a concrete example of what all young girls desire to draw. Although this writing is dated and old fashioned at times, it does still hold some valid and important information and practices when it comes to middle school level art education. The most interesting technique I found was the description of group activities, and being more cooperative on both an individual (or “subjective”), and group (or “objective”) level. Providing projects that give children a sense of responsibility in the community as well as in the classroom among their peers is something I plan to do in my own classroom. Giving a student an important role within a larger purpose can foster self-confidence, and teach them to work and live democratically. This also brings their education outside of the walls of the school, which is also something I believe is important. As John Dewey (1916) said “…education…is a process of living and not a preparation for future living” (p. 78). Learning happens within all aspects of life and must continue beyond the art classroom. Bringing the outside world into the school can help facilitate a more current and valid form of both art education and art practice.
References Dewey, J. (1897). My pedagogic creed. The School Journal, Volume LIV, Number 3, pp. 77-80. Retrieved from: http://la.utexas.edu/users/hcleaver/330T/350kPEEDeweyPedagogicCreedTable.pdf
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