Thoughts to Share!

 

    In my summary of these case studies I'd like to consider the questions posed at the beginning of my research. These questions concentrate on the different developmental characteristics that can be identified from the children's drawings and whether any differences can be generalized between boy's and girl's drawings. I also asked whether the artistic characteristics of these children are similar to other children's drawings in general, and whether they support a universal theory of children's artistic development.

    I did notice that some of the cases trace the passage through developmental artistic characteristics; as an example, in her fourth and fifth weeks Roza drew human figures with new details--giving human hands new oval or circular shapes- ill. 13 whereas before she drew them as straight sticks. In the next two weeks (8th & 9th week), Lizzy began to use the pencil in her drawings. She also developed some new shapes for her previous symbols, such as the stars and sky - ills. 15 & 19.

    Kevin used to draw most of his work by using only one color within the same shapes or lines, but in the 6th and 7th weeks, he used more than one color in his drawings (almost two or three)- ills. 23 & 24. By using crayons as a new medium, he enjoyed adding some details or lines to his previous drawings (using these new colors encouraged him to experience their different tones and textures). In the 8th and 9th weeks, Kevin became more familiar with the names of colors; he began to hold the color and call it by its correct name.

    Some children showed little change in their drawings beyond some minor developmental characteristics. For example, Anita usually used one or two colors each time  (except ill. 28). She added some small details to her symbols, such as the human figure's shape in the 6th and 7th weeks. In  ill. 33, she also added details to the hands by including the fingers (but without the correct number). Some other children (especially the boys) liked to draw cartoon film stories, as did Rami and Dany. They liked to use many characters and name them. Girls, on the other hand, preferred to draw from their life and compose realistic stories, as Roza and Cathy did in this study. Boys' symbols concentrate on people from cartoon films and machines, while girls' symbols focused on the people from their immediate life (friends and family members). Girls also preferred to draw plants (flowers and trees), animals (their dogs and cats), and finally houses and machines. Compared to boys, girls seemed more careful in using colors to draw the different shapes or to fill in empty spaces in their drawings. In this study boys were very quick to complete their drawings, which is why most of them started a new sketchbook in the class.

    In general, the children's artistic characteristics seem to be very similar to other children at their ages from different nations. Also I did not notice a difference between them regarding their ethnic background (all of them were born here and attended the same schools). I hope in the future this research will expand to study more children's drawings. I also hope to continue working with these particular children and to study future developmental artistic characteristics in their drawings.


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