CAN WE IMPROVE THE ART PROGRAM?


STANDING THE LEVELS OF DEVELOPMENT IN CHILD ART.
to understand the child better, the teacher must know the levels of maturity or stages
pment through which he passes as indicated in his art.



 e By understanding these stages of growth the teacher can better
 fit the art program to the child's needs. The way a child reacts indi-
 cates his interests and abilities, which may be the result of:
 The amount of creative experiences he has had in the past.
 His general knowledge of people, places, and things.
 His physical, mental, and emotional development.
 His ability to use materials.


 A child's level of maturity in art may not correspond with his
 calendar age or grade classification. For example, his age may be
 that of a seven year old child while his ability that of a four or an
 eleven year old, depending upon the extent of his experiences, and
 innate capacities. Although his abilities are limited because of in-
 experience, the interests and needs of his own mental and physical
 age must not be ignored. It would not do to expect a high school
 student to be satisfied with the same art experiences a little kinder-
 garten child delights in, even though their abilities are similar.


 The stages of growth through which children pass in art are as
 follows:

 MANIPULATIVE (usually from infancy through pre-school level.)

 At this time the child is learning to use materials, and finds
 great enjoyment in just putting paint on paper, rolling out clay, or
 pounding nails in boards. The result may be a scribble or a daub,
 but these are first reactions to materials and should be expected. Do
 not worry if a finished result is not produced.