What Children Have in Mind: A Study of Early Representational Development in Paint

Autor/in	Louis, Linda L.
Titel	What Children Have in Mind: A Study of Early Representational Development in Paint
Quelle	In: Studies in Art Education: A Journal of Issues and Research in Art Education, 46 (2005) 4, S.339-355 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-3541
Schlagwörter	Children; Painting (Visual Arts); Art Education; Cognitive Psychology; Cognitive Development; Childrens Art; Developmental Stages + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Malerei; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Kognitive Psychologie; Kognitive Entwicklung
Abstract	This article examines the process of graphic representational development in paint in the context of the theoretical assumptions of traditional developmental stage theory. Consistent with current theory and research in art education and cognitive psychology, a model of painting development is proposed that is multidimensional rather than unitary, and "bottom up" rather than "top down." Specifically, changes in children's paintings are accounted for in terms of parallel movement along three functionally independent dimensions: representational intention, mastery of visual/graphic concepts, and the expressive use of the mediating properties of paint. (Contains 2 footnotes.) (Author).
Anmerkungen	National Art Education Association, 1916 Association Drive, Reston, VA 20191. Tel: 703-860-8000; Fax: 703-860-2960; Web site: http://www.NAEA-Reston.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10