ANALYSIS OF A KINDERGARTENERS ART

Analysis of a Kindergarteners Art

Morgan Parker
University of Missouri

ANALYSIS OF A KINDERGARTENERS ART

The visual arts significance and contribution to learning is often ignored in the school
setting. One way art can be described is, the creation and use of a form of representation that
will enable one to create meaning . . . (Eisner, 2009, p. 6). Art is a way for children to make
meaning of the world around them. Furthermore, it is a form of literacy like reading, writing, and
speaking. Unlike these other forms, art is a form of literacy that allows children to express
feelings and thoughts that may not be communicated through formal language. Eisner (2002)
states, The arts help children learn to say what cannot be said (p. 3). Art gives us the freedom
to explore our relationships with others as well as ourselves by creating meaning that is not
always explicit. This characteristic of art allows us to understand a childs thinking and
development just by looking at what they created.
Through studies of childrens art forms it was concluded that, all children possess a
universal language of visual symbols, one that is present at birth and needs only to blossom and
flower (Wilson & Wilson, 1982, p. 58). When looking at pieces of art from various children in
an age group there are several observable characteristics that are the same. Although there will be
some differences due to culture and background changes, children from one end of the world to
another share a predisposition to arrange lines and shapes in certain ways (Wilson & Wilson,
1982, p. 58). Brittain and Lowenfeld (1970) describe six stages of artistic development that range
from ages two to seventeen; the scribbling stage, the pre-schematic stage, the schematic stage,
the gang stage, the pseudo-naturalistic stage, and the adolescent art stage. However, just like any
theories of development, these are not firm categories; children have individual differences in
development through each of these stages. Through observing a child while creating art and
analyzing the piece, I learned how art gives teachers insight into a childs development and the
ways it can aid in the childs academic development.

ANALYSIS OF A KINDERGARTENERS ART

Method
In this study I asked a kindergarten student, Violet (pseudonym), to draw a picture of
anything she wanted. I chose Violet because I knew that she enjoys art, and she is great at
expressing herself. When I mentioned the activity to her, she was excited and could not wait to
draw some pictures. In this activity, Violet had access to all of the art supplies at her house,
which included graphite pencils, markers, crayons, colored construction paper, and glitter
crayons. For her drawings, Violet used everything but the graphite pencils. Violet and I sat at a
table in her house. Her older sister, a second grader, also sat with us and drew pictures. Violet
decided she wanted to keep coloring, so she drew a total of five pictures in a thirty-five minute
period. While coloring, Violet did not continue with much dialogue. However, every time she
was done with a picture, she was eager to discuss what she made.
Findings

Figure 1

Figure 2

Figure 3

Figure 4

ANALYSIS OF A KINDERGARTENERS ART

Figure 5

For Violets first drawing (Figure 1),

she chose yellow construction paper because [her] favorite color is golden! The three figures
on the top left of the picture are butterflies with very long hair. The hair is colored with purple,
red, and orange crayons. One butterfly has red glitter hair over a black crayon, and another has
green hair that was added by a marker at the end. Violet explained that, some butterflies have
different hair because everyone is different. In the top right corner of the paper, there is a deep
purple sun, and the bottom of the page shows some grass. Violet loves going on nature walks
with her family looking for cool insects.
The next four pictures that Violet made are all very similar (Figures 2, 3, 4, 5). In these
drawings she used many crayons to create several lines and shapes rather than complete pictures.
However the last picture (Figure 5), she explained that, it is a machine because [she plays] a
game like that on the tablet.
Though analyzing Violet drawings, I concluded that she is in the pre-schematic stage.
This stage ranges from ages four to seven and can be categorized as the first representational
attempts. In pictures drawn by children in this stage objects seem to float around the page
(Brittain & Lowenfeld, 1970, p. 48). Other than Figure 1, all of Violets pictures seem to float
and have no clear baseline. Furthermore, in the stage, objects are distorted to fit space
available (Brittain & Lowenfeld, 1970, p. 48). This characteristic is most visible in figures 3 and
4. In these pictures, the pages are folded in half only allowing Violet to fit her drawing on one

ANALYSIS OF A KINDERGARTENERS ART

half of the page. One major observation of drawings in this stage is, shapes for things are
geometric and lose their meaning when removed from the whole (Brittain & Lowenfeld, 1970,
p. 48). Most of Violets drawings feature triangles and squares, as well as what she said are
parallelograms and rhombuses. Usually by kindergarten, children are able to draw squares
and triangles. Lastly, pictures drawn in the pre-schematic stage show a distortion or omission
of parts and clothes, hair and other details [are] expected by end of this stage (Brittain &
Lowenfeld, 1970, p. 48). Figure 1 is Violets only picture that shows body forms or characters.
Although Violets picture shows butterflies and not people, only wings and eyes are drawn;
however, these figures are drawn missing some body parts, only wings and eyes are represented,
and they are drawn with long hair.
Conclusion
The arts have many educational benefits for students, as well as fostering development of
creativity and empathy. We are entering what Pink (2006) calls the Conceptual Age where, The
main characters now are the creator and the empathizer, whose distinctive ability is mastery of
R-Directed Thinking (p. 49). This new age is a time where more value is placed on those who
are able to connect, invent, inspire, and share. Eisner (2002) states, The arts teach children that
problems can have more than one solution, and The arts teach children complex forms of
problem solving (p. 3). These characteristics can apply to several subjects in content specific
classrooms. For example, while teaching a math lesson it is important for students to understand
that sometimes there is more than one solution for the problem. Many times educators teach that
math can only be solved one way, which can discourage students. Art can also benefit science,
for example, in scientific experiments students are required to think critically by making several
predictions, hypotheses, methods, and solutions. Wilson and Wilson (1982) explain that,

ANALYSIS OF A KINDERGARTENERS ART

drawing development derives from the alteration of simple and undifferentiated ways to
conform to newly devised or borrowed, more complex or differentiated ways of drawing (p.
59). As with any other form of development, childrens art abilities change as they go through
different stages. The six stages outlined by Brittain and Lowenfeld (1970) do not describe every
child; however, children generally follow a pattern. Using this pattern that is visible in a childs
art can help us, as educators, understand where they are in academic development and even
further their growth.

ANALYSIS OF A KINDERGARTENERS ART

References
Brittain, W.L. & Lowenfeld. (1970) Creative and Mental Growth. New York, NY. MacMillan
Co.
Eisner, E. (2002). Ten Lessons the Arts Teach. National Art Education Association.
Eisner, E. (2002). What Education Can Learn From the Arts. National Art Education
Association, 4-7.
Pink, D. H. (2006). A whole new mind: Why right-brainers will rule the future. New York:
Riverhead Books.
Wilson, M & Wilson, B. (1982). Learning to draw: Nurturing the natural. Engle Cliffs, NY.