Cathy 

The First Three Weeks:

    The other interesting case study is Cathy (almost 5 years); she is one of two students who used their sketchbooks in an orderly way. Cathy represents the early schematic stage: she was already confirmed in representing and drawing her own symbols, colors, and concepts. I was amazed by her ability to distinguish between the front and back meanings within her symbols (for example in Ill.1b, she drew two mountains behind each other, one is hiding part of the other one (the third dimension). In the same Illustration, it was at first difficult for me to understand some of her lines (diagonal white lines in the middle of all the windows), so the next week I mentioned to her how beautiful her drawing was, and asked about the meaning of those white lines. She gave me a sharp happy look, and then replied, trying to explain to me the effect of sunshine on glass objects, and how the windows she drew show that effect. I nodded my head in agreement, once again impressed by the thoughtful work of these young artists.

    Cathy used many shapes, figures, and lines in her drawings, as well as colors which were, for her, a very important value. She also used thin black markers to line her figures before filling them in with colors (as many other children did). In  (Ill. 2), she drew her cat playing outside while it snowed heavily. She represented the snow with spiral green and blue shapes, repeating them everywhere. Through my conversation with Cathy's group we shared stories about bikes. I noticed when they started their drawings that almost all of them drew their bikes. Cathy also told me about her bike, which needed repairs because her brother had damaged it. Cathy drew her bike and drew herself fixing it with various tools; of course she didn't forget to draw her younger sister in a smaller size with her bike too.

Fourth and Fifth Week:

    Through this period, Cathy continued telling stories through her drawings  (Ill. 6), using different symbols, colors, and lines. In ill. 7, Cathy drew the dog in a different way than she did previously in ills. 1A & 2; she tries to show her understanding of action in a more interesting way, as the dog is now walking or running. Cathy drew him with many legs to give the sense of movement. This is a very interesting characteristic of children's drawings at the schematic stage (for example, the child draws the ball many times in the air to give the sense of its movement as he is throwing it). Cathy continued using color the same way as before.

Sixth and Seventh Week:

    In ill. 8, Cathy tells us a story about her dog, which she drew many times in her previous drawings. This time Cathy drew her dog outside her house playing in the back yard, while her neighbor's cat came from the other side to damage the garden vegetables and flowers (carrots here). To show these details about the cat, she drew her differently than she drew the dog (the cat's outer line is rough here). In a contrast to her usual drawings, in this illus. Cathy drew some of her symbols with unrealistic colors' values (such as the sun and the clouds).

    In ill. 10, she drew a big face on the sheet with many details (this was a second attempt at ill. 9, with which she had been dissatisfied). Cathy concentrated here on the shape of the mouth and added details to show a problem with the teeth; she showed bleeding by using the color red. Cathy almost always drew just one drawing each class, while some of the other children produced many drawings during each class.

Eighth and Ninth Week:

    Cathy concentrated on her drawings to show her own stories about her personal life. In her previous works, she drew only two drawings; the first one  (ill. 11) shows a fish swimming toward a big bowl, but the other one  (ill. 12) represents her dog--a subject that she frequently chose for her sketchbook.

    As I mentioned before, Cathy likes to use thin black markers to make her figures' outlines, and then fill them with colors if she has enough time to do so.

    If you would like to see more of her images, click on Ill. 3, 4 and 5. Also visit student gallery #2 (down), which contains all of her images.


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