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Developing Minds: Visual Events

 

Questions:

  • In the text, Professor Burton points out that "children at this age are thought to be at the height of their curiosity and imaginative powers," yet "stereotypic imagery, paucity of imaginative content, even disenchantment with the whole enterprise of creating art often emerges during this time." Why does that happen?
  • How do these phases of artistic development relate to Art Therapy and its practices? Do therapists use the phases as a way to evaluate clients? How do the phases and need for therapy connect?
  • Does the art show evidence of emotional phases children are in and does it offer tools for regulation that help with emotional needs and artistic development?

Noticings:

  • Professor Burton points out how materials guide what is being shown or the message. I wonder if that's the tactic of adult artists as well. Are there artists that showcase and express through material mostly? 
  • Phases seem to go from "scribbles," to directionality, to enclosures, to general identifiers to personalization and "mine" items to acknowledging the importance of pictorial space to relationships of items on a page. 
  • I picked up on the constant "the need to..." statements which allow for children to gain technique to push them to the next phase. I gather that this need is irregular but necessary in the evolution of artistic development. It is incumbent upon me to foster those needs. 


Strategies/ Application: 

  • Explorative conversations are key. Setting up students to dialogue before they do the work is a new concept for me. I am excited to try the visualization process. 
  • The Steps:
    • Highlight the Topic
    • Present Possibilities (to get them revved)
    • Dialogue Around Other Possibilities
    • Visualize
    • Make Connections
    • Conjour

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