Scribbles

ScribblesKhadija Zubair 2012-718M.A ECE(M)Semester 3rd 2012-14Objectives:To encourage childrens creative artsTo build confidence to draw whatever they want to draw according to their own thinkingTo foster the ability of imaginative thinking

Significance of art education Art education is vital for future students. Art allows students to learn about themselves, their culture, and their community. By taking art classes, students will begin to visualize the world differently. The creativity and imagination of students will be pushed through the development of art. As a future art educator, it is necessary to cultivate and guide students with quality art lessons to increase their understanding and relationship with the world.

Significance of Art Education Arts is a dynamic and unifying activity with great potential for the education of our children. Art is a fundamental human process. Its a personal and satisfying activity at any age, for although the arts are responsible for a greater awareness of the external world, it is also the arts that gives vent to the emotions, the joy and fear of life.Significance of Art Education Early learning of arts starts with drawing something without any specific pattern and rules of drawing anything. This practice of beginners is called Scribbling. The children of early age want much attention and proper guidance for art work because expression grows out of, and is a reflection of, the total of individual child, whatever the level of development.Significance of Arts EducationIn Pakistans National curriculum for ECE 2006, it is stated that the purpose of teaching the subject of art and craft is to build up the spirit of enjoyment and pleasure with colors and foster the ability to create something new. The importance of arts is defined as the creation of new ideas and the use of these ideas for the formation of something new and unique. As a teacher, this subject helps us to address emotional problems, weaknesses and also guides us to know about the needs of students.Scribbling?According to Merriam Webster Dictionary, Scribbling is to draw lines, shapes, etc., that have no particular meaning in a quick and careless way.

Scribbling

Scribbling?According to Wikipedia, "Ascribbleis a drawing composed of random andabstractlines, generally without ever lifting the drawing device off of the paper.

Scribbling?According to Lowenfeld and Brittain, Scribbles are the random (disordered) marks on paper and gradually evolve into drawing that have content recognizable to adults.

Drawn by My own Nephew

Developmental Stages of Scribbling The childs first permanent record usually takes the form of a scribble at about the age of eighteen months or so. Scribble tends to follow fairly predictable order. Scribbles falls into three main categories;Disordered ScribblingControlled ScribblingNamed Scribbling

Disordered ScribblingIt is also called Random Scribbling because the first marks are usually random. They vary in length and direction, although there may be some repetition as the child swings his arm back and forth. In this stage of scribble, the pen has not been lifted from the paper. The childs repeated motions results in a kinesthetic activity.

Disordered ScribblingVarious methods are used to hold Crayon or pencil. The crayon may be held upside down or sideways; it may be grasped in the fist or held between clenched fingers. The fingers and wrist are not used to control the drawing instruments.

Disordered Scribbling It is important to mention that scribbles are not attempts at portraying the visual environment. To great extent the scribbles themselves are based upon the physical and psychological development of the child, not upon some representational intent. Making ht e haphazard array of lines, however, is extremely enjoyable. A child will be fascinated with this activity. Disordered ScribblingIts very important to have the opportunity to scribble. Sometimes scribbling will be done in dirt, on the wall or on the furniture if the proper tools and place are not provided. Parents may try to find something in the early scribbles that they can recognize, or sometimes a well-meaning grandparents will attempt to draw something for the child to copy..

Disordered ScribblingA two years old can not draw a circle, although some two years old can draw a line. So, while a child is still in the stage of disordered scribbling, drawing a picture of something real is inconceivable. Such attempts would be similar to trying to teach a babbling baby to pronounce words correctly or to use them in sentences. however., an interest in what the child is doing is important, because the child has to feel that avenue of communication is an acceptable one.

Disordered ScribblingThe children of this age have little visual control over their scribbling, which parents should regard as an indication that they are not yet ready to perform tasks that require fine motor control.

Role of Teacher and ParentsIt is important to give the child plenty of experience in making marks with crayons and paper as well as with finger paint, to satisfy the need to make marks and smear less appropriate materials. Response to a childs art is an important consideration when looking at childrens art. Parent and teacher comments hold great emotional value to the child. As a result, comments should be descriptive and reflective instead of judgmental. For example, Wow, I saw your whole arm going back and forth to make those lines!Controlled ScribblingChildren will discover that there is a connection between their motions and the marks on the paper about six months or so after starting to scribble. This is a very important step, because now children have discovered visual control over the marks they are making. Although a casual glance may show no difference in the accomplishment. This control over the scribble is also reflected in childrens control over other parts of the environment

Controlled ScribblingMost children approach this stage with great enthusiasm. When they discover the coordination between visual and motor activity, they are stimulated to vary their motions. Now the line may be repeated, and sometimes they are drawn with a great deal of vigor. These lines may be drawn by horizontally, vertically, or in circle. A teacher or parents may find little dots and small repeated patterns, since children now are able to take the crayon off the page.Controlled Scribbling They like to try different colors on the paper. They often like to fill page, while earlier they had trouble staying on the paper. They still trying different methods of holding crayons, though by the age of three they usually come close to an adult grip.. By the age of three, children can copy a circle but not a square. The scribbling now become much more elaborate, and the children will excitedly discover a relationship between they have drawn and something in the environmentNamed ScribblingThis next step is important in the development of children. This is the point when he/she starts to name his/her scribble. Naming of scribble is of great significance, for now childs thinking has been changed, but bow he has connected these marks to the world around them, a change from kinesthetic thinking to imaginative thinking. This stage usually occurs at about the age of three and a half year.

Named Scribbling As the children start to name their scribble, an important transition takes place. The line becomes more then just the result of the motion; it becomes the edge of a form. This transition is a dramatic one, for as adult we usually draw a line to connote the contour or symbolize distinguishing features of an object. Up to this point, scribbles have been the result of kinesthetic activity, and children sometimes name these scribbles to physical activity such as running or jumping. Named ScribblingThe drawing themselves have not changed remarkably form early scribbles. Although children may now start with some idea of what they are going to do, they are influenced by what they have done. So, as children make marks on the page, these marks may have a visual reference for them, which in turn affect the drawings.

Named Scribbling Although children at three and half have usually arrived at the stage of naming scribbling, they will often enjoy the sheer physical motion; if given a new drawing tool, they spend a considerable length of time in trying out this instrument to see how it feels, in much the same differentiated. They may be well distributed over the page, and the marks will sometimes be accomplished by the verbal description of what is going on.Named ScribblingSometimes at this stage, the children will announce what they are going to draw, or sometimes drawing will involve from the first exploratory marks on the paper. It is quite clear that although parts may have some intent as they are being drawn, children have no preconceived notion as to what the finished scribbling will look like.Impact/ meanings of colors for scribblers Scribbling is mainly one of the motor activity. At first satisfaction is derived from the experience of kinesthetic motions, next from the visual control of these lines, and finally from the relationship of these lines to the outside world. Color plays a decidedly subordinate role in the scribbling stage. It is particularly true when children are establishing motor coordination. The choice of many colors can sometimes divert children from scribbling. They need to be able to distinguish their marks from t e rest of the page.Impact/ meanings of colors for scribblers Many researches indicates that discrimination of objects by form comes earlier then differentiation of colors. One study( Melkman, koriat, and Pardo, 1976) asked children to match a given colored shape with one that was like it either in color or form, they found that two years olds matched objects on the basis of form, the three yea olds again matched on the basis of, but four years old children are beginning to make recognizable shapes at a time coincides with increased awareness of form.Environment and Developmental ProcessA passive, neutral, sterile environment for young children is not the ideal setting for development. A study of 93 children( bradly, Caldwell, and Elardo, 1979) found that the competence of children twelve to twenty-four months of age increased when mothers encouraged and challenged their abilities.

Environment and Developmental ProcessSome teachers feel that young children experience success in arts. After all, these teachers say, it is difficult for three years old to manipulate scissors and to control a pen or pencil. Such teachers plan projects that they feel will have a good chance for success: a valentine heart will already be cut out, or grape leaves will be duplicated so children can paste purple circle on the paper to represent bunches of grapes. Needless to say, these projects are doomed to failure if the children cannot produce what the teacher wants.

Environment and Developmental Process Learning to glue can be challenging experience. Keeping fingers from sticking together can be much of a problem as making two pieces of wood to stick together.

Scribbling as Reflection of GrowthGrowth is a continous process but not a smooth process. Every child has some individual differences therefore in the process of scribbling, every child has different capacity of learning. Dempsey (1971) examined with the drawing by children three to four and a half years of age and recorded their visualization of the meaning of these scribbles. Study appears that these scribbles have symbolic meaning just by looking. We have to listen, too; but the words the child uses describes that scribbles.

Environment and Developmental ProcessPiaget(1955) has pointed out, utilize personal meanings that are not necessarily the same as far adults and emphasize the difference between the thought processes of the scribbling child and the adult.

Environment and Developmental ProcessThe ability to copy geometric forms is sometimes used as a measure of young childrens developmental level. Although the circle can be copied by most children at the age of three. It is not until four that a square can be copied successfully. Identifying these shapes seems to be no problem for the preschoolers. Cratty(1970) has determined that the perceptual abilities mature in a predictable manner, with very young children understanding different shapes.

Art Material for Scribblers Any material used with children must fit their needs. Since during scribbling, a child needs to practice and experience kinesthetic sensations, the materials used should encourage free expression without the intrusion of technical difficulties. The child is unable to gain control over the material or to follow visually the motions on the paper and can therefore become discouraged.

RecommendationsCreative and Mental Growth by Viktor Lowenfeld & W.Lambert Brittain 8th EditionThe Arts Book by Editors of Phaidon Press

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