DEVELOPMENTAL APPROACHES

Many professionals have studied the growth and development of children and adolescents. Starting in the late 1800s, some of these professionals focused on the development of artistic abilities. Each of these individuals formulated theories based upon observations and research in their respective fields. As a K-12 cumulative and sequential art curriculum is developed and written, consideration of these theories can be of great value. This framework lists four key areas of growth and development that have appeared in many of the resources that were examined in the development of this tool: creative abilities, cognitive development, psycho-social development, technical/manipulative development, and multiple intelligences. Those areas of ability that develop in stages are presented in sequence with an arrow indicating growth.

CREATIVE ABILITIES

Creative people:

• Visualize and imagine many new possibilities when creating art, and modify those at will;

• Use affective behaviors including risk-taking, seeking challenges, being curious, and using their imagination;

• Recognize and demonstrate the creation of many original ideas (versus copying) when creating art, modifying any one of those ideas at will;

• Demonstrate fluency, flexibility, and originality when creating ideas for art and they elaborate upon any one of these; and

• Know about the nature of creativity and demonstrate creative behavior through the production of works of art. They can identify some of the characteristics of creative people.

COGNITIVE DEVELOPMENT

Naive academic/convergent; creative/divergent:

• No conscious approach to design, color, or space

Sensory/preoperational:

• Correct conceptual form perceived in the environment and reinforced by the desire for knowledge and assurance

Beginning of concrete operational stage:

• Correct naturalistic forms (likeness)

Well-developed concrete operational stage:

• Acceptance of deviation from likeness of forms

Beginning formal operational stage:

• Seeing abstraction in forms as a basis for art expression
• Acceptance of personal deviations of abstraction and those of others as valid in art expression
• Commitment to personal deviations of abstraction as valid in art expression

Well-developed formal operational stage:

• Balance of personal deviations of abstractions to preserve unity/oneness of art expression

Sophisticated

PSYCHO-SOCIAL DEVELOPMENT

The egocentric undifferentiated stage of social perspective-taking

• Works independently of others
• Shares art materials

The differential or subjective perspective-taking stage of the social-informational role-taking stage

• Contributes to a group
• Social awareness (communicates with others about work)

The self-reflective thinking or mental perspective-taking stage

• Collaborates in a group project

The third-person or mutual perspective-taking stage

• Able to give/accept constructive criticism

The in-depth and societal perspective-taking stage

TECHNICAL/MANIPULATIVE DEVELOPMENT

Children progress through several stages of graphic development:

Scribble:

• Manipulation of materials, exploration, sensory development, with names being given to their visual efforts

Pre-schematic:

• Movement toward a set of symbols that represent two dimensional or three dimensional experiences or space

Schematic:

• Development of a personal set of symbols representing important objects and people that children use over and over in their drawings

Dawning realism:

• Elaboration of a personal set of symbols showing more detail and awareness of self with a more realistic use of space

Pseudo-realism/Preadolescent:

• Self-conscious mannerisms and criticism of artistic efforts, coupled with unique and individualistic visual qualities

Adolescent:

• Critical awareness of self, others, and the environment, with tendencies towards naturalism and value relationships.
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MULTIPLE INTELLIGENCES

Linguistic intelligence is the ability to think in words and to use language to express and appreciate complex meanings. Linguistic lntelligence allows us to understand the order and meaning of words, and to apply metalinguistic skills to reflect on our use of language. Linguistic intelligence is the most widely shared human competence and is evident in poets, novelists, journalists, and effective public speakers.

Logical-mathematical intelligence is the ability to calculate, quantify, consider propositions and hypotheses, and carry out complex mathematical operations. It enables us to perceive relationships and connections, to use abstract, symbolic thought, sequential reasoning skills, and inductive and deductive thinking processes. Logical intelligence is usually well-developed in mathematicians, scientists, and detectives.

Bodily-kinesthetic intelligence is the capacity to manipulate objects and use a variety of physical skills. This intelligence also involves a sense of timing, and the perfection of skills through mind-body union. Athletes, dancers, surgeons, and craftspeople exhibit highly developed kinesthetic intelligence.

Spatial intelligence is the ability to think in three dimensions. Core capacities of this intelligence include mental imagery, spatial reasoning, image manipulation, graphic and artistic skills, and an active imagination. Sailors, pilots, sculptors, painters, and architects all exhibit spatial intelligence.

Musical intelligence is the capacity to discern pitch, rhythm, timbre, and tone. This intelligence enables one to recognize, create, reproduce, and reflect on music, as demonstrated by composers, conductors, musicians, vocalists, and sensitive listeners. Interestingly, there is often an affective connection between music and the emotions, and mathematical and musical intelligences may share common thinking processes.

Interpersonal intelligence is the ability to understand and interact effectively with others. It involves effective verbal and non-verbal communication, the ability to note distinctions among others, a sensitivity to the moods and temperaments of others, and the ability to entertain multiple perspectives. Teachers, social workers, actors, and politicians all exhibit interpersonal intelligence.

Intrapersonal intelligence is the capacity to understand oneself -- one's thoughts and feelings and to use such knowledge in planning and directing one's life. Intrapersonal intelligence involves not only an appreciation of the self, but also of the human condition and is evident in psychologists, spiritual leaders, and philosophers.

Naturalist intelligence designates the ability to discriminate among living things (plants, animals) as well as sensitivity to other features of the natural world (clouds, rock configurations). This ability was clearly of value in our evolutionary past as hunters, gatherers, and farmers; it continues to be central in such roles as botanist or chef. The kind of pattern recognition valued in certain of the sciences may also draw upon naturalist intelligence.

Adapted from:

• The Multiple Intelligences Handbook, Lesson Plans and More, Campbell, B., (1994), Stanwood, WA: Campbell and Associates

• “The First Seven...and the Eighth: A Conversation with Howard Gardner,” Checkley, K., (1997), Educational Leadership, 55 (1), pp 8-13.