Theories of art development


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psychoanalytic theory, perceptual theory, and perceptual delineation theory.

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  • Dr. Wagner has been providing Forensic Psychology services to clients since 1995. She has contracted individually with parents, attorneys, and county agencies in addition to court stipulated orders written by Family Court Judges."Forensic Child Art Gallery"This is a young boy’s drawing of his family. He redrew his head and torso four times, finally settling on being in the middle of his mother and father- rather than on either one of their sides.
  • (in Jungian psychology) a collectively inherited unconsciousidea, pattern of thought, image, etc., universally present inindividual psyches.
  • Theories of art development

    1. 1. Theories of Art Development Paula Juliana I. Navarro III-2 BECEdArt by Carl D. Dalumpines 
    2. 2. ArtIn the context of early childhood education,art usually refers to the to create process -ability or power creativeas applied to two-dimensionalexpressiveness -characterized by originality and graphic arts– painting, drawing, print making – and tothree-dimensional modeling arts – usingclay or play dough, creating sculptures.
    3. 3. History of Art PsychologyHeinrich Wölfflin A Swiss art critic and historian. The earliest to integrate psychology with art history. His dissertation Prolegomena zu einer Psychologie der Architektur (1886) attempted to show that architecture could be understood from a purely psychological (as opposed to a historical-progressivist) point of view.Wilhelm Worringer•Provided some of the earliest theoretical justification forexpressionist art.•Concept of empathy – our own sense of beauty comes from beingable to relate to the specific work of art (from Lipps). Mimesis is imitation of the real world, as by re-not an inherent urge in artistic production: that stylized art is not creating instances of human actionbecause of a cultures incompetence to create realistic and events or portraying objectsrepresentations, but rather reveals a psychological need to found in nature.represent objects in a more spiritual manner
    4. 4. John DeweyHis Art as Experience was published in 1934, and was the basis for significantrevisions in teaching practices whether in the kindergarten or in the university.***Manuel Barkan, head of the Arts Education School of Fine and Applied Arts atOhio State University, was influenced by the writings of Dewey and explains in hisbook, The Foundations of Art Education (1955), that the aesthetic education ofchildren prepares the child for a life in a complex democracy.
    5. 5. Theories ofArt Development
    6. 6. Psychoanalytic Theory Proposes that children’s art emerges from emotion and reflects what they feel. “Children draw what they feel and that their art is a reflection of deep inner emotions.” (Cole, 1960). Art is an expression of the unconscious and can be interpreted to give insight into a child’s personality or emotional state. The use of color, size, line, shape and space as well as the complexity of art, convey meaning that a psychoanalyst might read. Use of finger paints and clay are examples of common early childhood activities that stem from the psychoanalytic theory. These activities allow children to release emotion and express themselves freely.
    7. 7. The reason children draw daddy so tall isnot because this is what they know, butbecause they feel daddy is so powerful and looms so large in their emotions.
    8. 8.  Sigmund Freud (Psychoanalysis) wrote a book on the artist Leonardo da Vinci, in which Freud used Leonardos paintings to interrogate the artists psyche and sexual orientation. Freud inferred from his analysis that Leonardo da Vinci was probably homosexual. However, the use of posthumous material to perform psychoanalysis is controversial and furthermore, the sexual background of Leonardos time and Freuds are different.Carl Jung (Analytical Psychology) collectiveunconscious and archetypal imagery – The surrealistconcept of drawing imagery from dreams, and theunconscious, stream of consciousness in writing andpainting.
    9. 9. Perceptual Theory Suggests that children draw what they see. Part of the perceptual process involves translating a three dimensional object into a two-dimensional drawing. A drawing will focus on what the child perceives as the most important features of the object because our eyes see more than we consciously perceive.
    10. 10.  Arnheim believes that children do not see objects as the sum of observed parts, but that they see wholes or total images structured by the brain. Perception is learned, or at least can be improved, through training in visual discrimination. Thus, teachers should try to strengthen and improve children’s visual perceptions by asking them to look at and observe their environment more closely.
    11. 11. The International Criminal Court is accepting supporting evidence ofchildrens drawings of the alleged crimes committed in Darfur. One young artist named Aisha said: "It is very kindto send us food, but this is Africa and we are used to being hungry. What I ask is that you please take the guns away from the people who are killing us."
    12. 12. Perceptual D elineation TheoryChildren draw as they do, not because of any one factor, butbecause of several.One such factor is the child’s readiness including physicaldevelopment, intelligence, perceptual development, and culturaldispositions.A second factor is the psychological environment, in which thechild works, including the degree of threat or support, as wellas the number and intensity of rewards and punishmentspresent.
    13. 13. A third factor relates to how children handle information theability to handle details and to organize and categorizeinformation coming from the environment.A final factor deals with how children’s drawings areinfluenced by their ability to manipulate the art materials, aswell as their creative and inventive ability. Advanced by June McFee.
    14. 14. Never give upon your art! Love, PJ