The Achievement of Form Concept

Questions:

• Should I promote students, during this age/phase to detail the subject and the setting?
• When is it appropriate to ask students to explain their work? 
• If a student only draws one person, does that meant that they can only focus on that one person and not other objects or subjects? Should I prompt them to consider relationships? 
• Does height matter ie the child's height? Does it play a role in perception and schema? 
• Who determines what an exaggeration is?
• What if there are such basic objects or routine occurrences that no longer are a focal of the child? How do we determine if they know to include those objects in their artwork?
• Are there baselines in Lascaux drawings?
• The idea of "storytelling" happening on one page makes me wonder if it happens due to the fact that children are only given one piece of paper? 
• Are rough drafts or edits considered when thinking about the schema and growth of a child's artwork? 
• How do I determine the difference between a lazy artist or an artist that is on a lower developing phase?
• Why are variations called deviations?
• What about the misuse of materials?
• Materials has me thinking about remote learning. How do I assist in skill development when I am not in control of the material? 

Noticings:

• Space + Self = Cooperation
• More exposure to topics, subjects, ideas, objects can help inform the details of their artwork
• Pay attention to what is emphasized and what has "intentional" detail. 
• I should read this book "The Nature of Creative Activity"
• Celebrate all of the little show-and-tells because it might build their creative impulses, especially if its an artwork of repetition. 
• Topics:
• We - Action - Where
• Viewpoint
• Sequence of Events
• Inside/Outside
• Study the Individual Growth Characteristics pertaining to Schematic Stage because this will allow us to better understand our students on a personal level. 

Applications/ Strategies: 

• Activités to try: Drawings on the floor; everyone starts with one subject and we walk through an open-ended visual story; try out drawings from different viewpoints; Exquisites Corpse activities (self-paced); Abstract drawing exercises (turning the paper around) 
• I want to teach based on the design elements and principles. I need a list of the innate nature/characteristics of each element and principle ie Movement is pattern. If a child just practices that baseline skill, it assists in their repertoire of movement/rhythm. 
• I need to find a list of materials and better understand its "best uses" in order to give opportunities for technique training. Ie children who are young should use a crayon (specially a neutral color) as to practice form/shape. This will allow them to get good at noticing their good forms that go into assisting the next phase. 
• Study the Individual Growth Characteristics pertaining to Schematic Stage because this will allow us to better understand our students on a personal level.