Araştırma Makalesi
Yıl 2017,
, 6 - 16, 30.04.2017
Öz
We have spent a number of recent years on a
study and a detailed research of the child’s artistic expression on a large
scale of samples. This entitles us to draw your attention to at least two very
important moments. Everything created by children from the age of 1 to 2 up to
approximately 15 years of age we can consider the child’s artistic expression.
It can be expressed either by the non-geometric forms (a figure, house, tree,
concrete scene) or also by the geometric abstract shapes (a circle, line, square,
triangle and other polygons) which express the concrete value representation.
Nowadays, modern information communication technologies have distinct influence
on children and youth. Predominance of visual information over the verbal one
is nowadays enhanced by the visual media and visual signs. In comparison with
year 2000, young people, in their artistic expression, more and more prefer
graphic symbols to verbal expressing. It is the result of onset of new
communication technologies (e-mails, chatting, text messaging). A new
phenomenon is that preschool, younger school and middle-school age do not his
paintings now only on paper, usually leave signs and pavement markings or
freely on the streets, in the sand, in nature or in digital form – computer or
in a notebook. Also on the walls of buildings and concrete fences playgrounds.
Young people make up the picture, leaving signs and symbols at all possible and
available places - the trees, the external facades, internal walls of
buildings, on school furniture. Pencil and chalk in which case confused with
markers, paint, spray and other sharp instruments. Artistic expression becomes
a durable, leave-on. Today, it is evident that the child’s artistic expression
is influenced in the socio-cultural context, multi-medially and
multi-culturally. It is changed also thanks to current trends in the fine arts.
Children do not counter these changes, they gradually use new means of
expression, change the content and the way of portraying.
Anahtar Kelimeler
new signs and symbols children's artistic expression post-industrial age picture creation in the socio-cultural context
Kaynakça
- Arnheim, R. (1974). Art and visual Perception. Berkeley - Los Angelos. Arnheim, R. (1992). Entropie a umění. Esej o neuspořádanosti a řádu. Praha. Brittain, W. L. (1979). Creativity, art, and the young child. New York: MacMillan. Clark, A. B. (1997). The child's attitude toward perspective problem. In: Studies in Education. Cox, M. (1981). One thing behind another: Problems of representation in children's drawings. In: Educational Psychology, Vol. 1, No. 4, pp. 275-286. Darras, B. (1996). Au commencement etait l'image: Du dessin de l'enfant a la communication de l'adulte. Paris: ESF. Darras, B., Kindler A. M. (1996). Morphogenese et teleology des images. In: Imagies, Vol. 1, pp. 49-56. Darras, B., Kindler, A. M. (1966). Morphogenese et teleology des images et de l’imagerie initiale. In: B. Darras, Au commencement etait l'image: Du dessin de l'enfant a la communication de l'adulte. Paris: ESF, pp. 73-94. Davis, J. (1997). The ,,U" and the wheel of ,,C": development and devaluation of graphic symbolization and the cognitive approach at the Harvard Project Zero. In: A. M. Kindler (Ed.) Child development in art. Reston : NAEA, pp. 45-58. Fortes, M. (1940). Children's drawings among the Tallensi. Africa, Vol. 13, No. 3, pp. 293-295. Fineberg, J. (1995). Mit dem auge des kindes. Mníchov. Freeman, N. H. (1980). Strategies of reprezentation in young children. New York. Golomb, C. (1992). The child's creation of a pictorial world. Berkeley: University of California Press. Goodman, N. (1968). Language of art. Indianapolis : Bobbs-Merrill. Kellogg, R. (1969). Analyzing children's art. Palo Anto´: National Press Books. Kerschensteiner, G. (1905). Die entwicklung der zeichnerischen Begabung. Munich : Carl Gerber. Kindler, A. M. (1995). Significance of adult input in early childhood artistic development. In: C. M. Thompson (Eds.) The visual arts and early childhood learning. Reston : NAEA, pp. 10-14. Kindler, A. M. (1999). „From endpoints to repertoires:" A challenge to art education. In: Studies in Art Education. Vol. 40, No. 4, pp. 330-349. Kindler, A. M. (2000). Drawing development through the lenses of age and culture. Paper presented at the 30th Annual Meeting of the Jean Piaget Society. Montreal: Canada. Kindler, A. M., Darras, B. (1994). Artistic development in context; Emergence and development of pictorial imagery in the early childhood years. In: Visual Arts Research, Vol. 20, No. 2, pp. 1-13. Kindler A. M., Darras, B. (1997). Map of artistic development. In: A. M. Kindler (Eds.) Child development in art. Reston : NAEA. Kindler, A. M., Darras, B. (1997a). Development of pictorial representation: A teleology-based model. In: Journal of Art and Design Education, Vol. 16, No. 3, pp. 217-222. Kindler, A. M., Darras, B. (1998). Culture and development of pictorial repertoires. In: Studies in Art Education, Vol. 39, No. 2, pp. 47-67. Kindler, A. M. (1999). Rozwoj artystyczny i edukacja artystyczna. In: Plastyka i wychowanie, 1999, No. 3, pp. 26-29. Kindler, A. M. (Eds). (1997). Child development in art. Reston : NAEA, pp. 183-192. Löwenfeld, V. (1947). Creative and mental growth. New York: Macmillan. Löwenfeld, V., Brittain, W. L. (1977). Tworczosc a rozwoj umyslowy dziecka. Warszawa: PWN. Luquet, G. H. (1913). Les dessins dún enfant. Paris: Alcan. Luquet, G. H. (1927). Le dessin enfantin. Paris: F. Alcan. Oakleyová, A. (2003). Pohlaví, gender a společnost. Praha: Portál. Pariser, D. (1997). Graphic development in artistically exceptional children. In: A. M. Kindler (Eds). Child development in art. Reston : NAEA, pp. 115-130. Pariser, D., van den Berg, A. (1997). The mind of the beholder: Some provisional doubts about the u-curve aesthetic development thesis. In: Studies in Art Education, Vol. 38, No. 3, pp. 158-178. Peirce, C. S. (1931-1935). Collected papers. Cambridge: MA, Harvard University Press. Piaget, J. (1950). The psychology of intelligence. New York: Harcourt Brace. Piaget, J. (1954). The construction of reality in the child. New York: Basic Books. Piaget, J., Inhelder, B. (1956). The child's conception of space. London: Routledge and Kegan Paul. Piaget, J. (1970). Psychologie inteligence. Praha: SPN. Piaget, J., Inhelder, B. (1993). Psychológia dieťaťa. Bratislava: SOFA. Read, H. (1967). Výchova umením. Praha: Odeon. Read, H. (1964). Osudy moderního uměni. Praha: Odeon. Reed, H. (2002). Mezi myšlenkou a vyjádřením. Praha: Herman a synové. Roselini, D. (2001). Kresba jako nástroj poznání dítěte. Praha: Portál.. Ricci, C. (1887). L'arte dei bambini. Bologna: Zanichelli. Sully, J. (1895). Studies of childhood. London: Longmans. Šupšaková, B. (2000). Detský výtvarný prejav. Bratislava: DIGIT. Šupšáková, B., Tacol, T., Čerkez, B. (2007). Art education: retrospectives, perspektives, alternatives. Ljubljana: Debora. Šupšáková, B. (2009). Child´s creative expression through fine art. Ljubljana: DEBORA. Šupšáková, B. (2013). Detský výtvarný prejav: od čmáraníc k obrazom a ich významom. Bratislava: DOLIS. Šupšáková, B. (2015). Vizuálna gramotnosť. Brno: TREBUN. Šupšáková, B., Belešová, M., Szentesiová, L. (2016). Slovo a obraz v komunikácii. Brno: TREBUN. Uždil, J. (1976). Výtvarný projev a výchova. Praha: SPN. Uždil, J. (2002). Čáry, kliky, háky, paňáci a auta. Praha: Portál. Vygotský, L. S. (1981). Psychológie uměni. Praha: SPN. Willats, J. (1984). Getting the drawing to look right as well as to be right: The interaction between production and perception as a mechanism of development. In: W. R. Crosier and A. J. Chapman (Eds.) Cognitive processes in the perception of art. Amsterdam: North Holland, pp. 111-125. Willats, J. (1997). Art and representation. Princeton : Princeton University Press. Wilson, B., Wilson, M. (1977). An iconoclastic view of the imagery sources in the drawings of young people. In: Art Education. Wilson, B. (1997). Child art, multiple interpretations, and conflicts of interest. In: A. M. Kindler (Eds). Child development in art. Reston : NAEA, pp. 81-95. Wilson, B., Wilson, M. (1977). An iconoclastic view of the imagery sources in the drawings of young people. In: Art Education, Vol. 30, No. 1, pp. 5-11. Wilson, B., Wilson, M. (1982). The case of a disappearing two-eyed profile: Or how little children influence the drawings of little children. In: Review of Research in Visual Arts Education, No. 15, pp. 19-32. Wilson, B., Wilson, M. (1985). The artistic tower of Babel: Inextricable links between cultural and graphic development. In: Visual Arts Research, Vol. 11, No. 1, pp. 90-104. Wolf, D. (1994). Development as growth of repertoires. In: M. F. Franklin and B. Kaplan (Eds.). Development and the arts. Hillsdale : Lawrence Erlbaum. Wolf, D., Perry, M. (1988). From end points to repertoires: New conclusions about drawing development. In: Journal of Aesthetic Education.
Yıl 2017,
, 6 - 16, 30.04.2017
Öz
Kaynakça
- Arnheim, R. (1974). Art and visual Perception. Berkeley - Los Angelos. Arnheim, R. (1992). Entropie a umění. Esej o neuspořádanosti a řádu. Praha. Brittain, W. L. (1979). Creativity, art, and the young child. New York: MacMillan. Clark, A. B. (1997). The child's attitude toward perspective problem. In: Studies in Education. Cox, M. (1981). One thing behind another: Problems of representation in children's drawings. In: Educational Psychology, Vol. 1, No. 4, pp. 275-286. Darras, B. (1996). Au commencement etait l'image: Du dessin de l'enfant a la communication de l'adulte. Paris: ESF. Darras, B., Kindler A. M. (1996). Morphogenese et teleology des images. In: Imagies, Vol. 1, pp. 49-56. Darras, B., Kindler, A. M. (1966). Morphogenese et teleology des images et de l’imagerie initiale. In: B. Darras, Au commencement etait l'image: Du dessin de l'enfant a la communication de l'adulte. Paris: ESF, pp. 73-94. Davis, J. (1997). The ,,U" and the wheel of ,,C": development and devaluation of graphic symbolization and the cognitive approach at the Harvard Project Zero. In: A. M. Kindler (Ed.) Child development in art. Reston : NAEA, pp. 45-58. Fortes, M. (1940). Children's drawings among the Tallensi. Africa, Vol. 13, No. 3, pp. 293-295. Fineberg, J. (1995). Mit dem auge des kindes. Mníchov. Freeman, N. H. (1980). Strategies of reprezentation in young children. New York. Golomb, C. (1992). The child's creation of a pictorial world. Berkeley: University of California Press. Goodman, N. (1968). Language of art. Indianapolis : Bobbs-Merrill. Kellogg, R. (1969). Analyzing children's art. Palo Anto´: National Press Books. Kerschensteiner, G. (1905). Die entwicklung der zeichnerischen Begabung. Munich : Carl Gerber. Kindler, A. M. (1995). Significance of adult input in early childhood artistic development. In: C. M. Thompson (Eds.) The visual arts and early childhood learning. Reston : NAEA, pp. 10-14. Kindler, A. M. (1999). „From endpoints to repertoires:" A challenge to art education. In: Studies in Art Education. Vol. 40, No. 4, pp. 330-349. Kindler, A. M. (2000). Drawing development through the lenses of age and culture. Paper presented at the 30th Annual Meeting of the Jean Piaget Society. Montreal: Canada. Kindler, A. M., Darras, B. (1994). Artistic development in context; Emergence and development of pictorial imagery in the early childhood years. In: Visual Arts Research, Vol. 20, No. 2, pp. 1-13. Kindler A. M., Darras, B. (1997). Map of artistic development. In: A. M. Kindler (Eds.) Child development in art. Reston : NAEA. Kindler, A. M., Darras, B. (1997a). Development of pictorial representation: A teleology-based model. In: Journal of Art and Design Education, Vol. 16, No. 3, pp. 217-222. Kindler, A. M., Darras, B. (1998). Culture and development of pictorial repertoires. In: Studies in Art Education, Vol. 39, No. 2, pp. 47-67. Kindler, A. M. (1999). Rozwoj artystyczny i edukacja artystyczna. In: Plastyka i wychowanie, 1999, No. 3, pp. 26-29. Kindler, A. M. (Eds). (1997). Child development in art. Reston : NAEA, pp. 183-192. Löwenfeld, V. (1947). Creative and mental growth. New York: Macmillan. Löwenfeld, V., Brittain, W. L. (1977). Tworczosc a rozwoj umyslowy dziecka. Warszawa: PWN. Luquet, G. H. (1913). Les dessins dún enfant. Paris: Alcan. Luquet, G. H. (1927). Le dessin enfantin. Paris: F. Alcan. Oakleyová, A. (2003). Pohlaví, gender a společnost. Praha: Portál. Pariser, D. (1997). Graphic development in artistically exceptional children. In: A. M. Kindler (Eds). Child development in art. Reston : NAEA, pp. 115-130. Pariser, D., van den Berg, A. (1997). The mind of the beholder: Some provisional doubts about the u-curve aesthetic development thesis. In: Studies in Art Education, Vol. 38, No. 3, pp. 158-178. Peirce, C. S. (1931-1935). Collected papers. Cambridge: MA, Harvard University Press. Piaget, J. (1950). The psychology of intelligence. New York: Harcourt Brace. Piaget, J. (1954). The construction of reality in the child. New York: Basic Books. Piaget, J., Inhelder, B. (1956). The child's conception of space. London: Routledge and Kegan Paul. Piaget, J. (1970). Psychologie inteligence. Praha: SPN. Piaget, J., Inhelder, B. (1993). Psychológia dieťaťa. Bratislava: SOFA. Read, H. (1967). Výchova umením. Praha: Odeon. Read, H. (1964). Osudy moderního uměni. Praha: Odeon. Reed, H. (2002). Mezi myšlenkou a vyjádřením. Praha: Herman a synové. Roselini, D. (2001). Kresba jako nástroj poznání dítěte. Praha: Portál.. Ricci, C. (1887). L'arte dei bambini. Bologna: Zanichelli. Sully, J. (1895). Studies of childhood. London: Longmans. Šupšaková, B. (2000). Detský výtvarný prejav. Bratislava: DIGIT. Šupšáková, B., Tacol, T., Čerkez, B. (2007). Art education: retrospectives, perspektives, alternatives. Ljubljana: Debora. Šupšáková, B. (2009). Child´s creative expression through fine art. Ljubljana: DEBORA. Šupšáková, B. (2013). Detský výtvarný prejav: od čmáraníc k obrazom a ich významom. Bratislava: DOLIS. Šupšáková, B. (2015). Vizuálna gramotnosť. Brno: TREBUN. Šupšáková, B., Belešová, M., Szentesiová, L. (2016). Slovo a obraz v komunikácii. Brno: TREBUN. Uždil, J. (1976). Výtvarný projev a výchova. Praha: SPN. Uždil, J. (2002). Čáry, kliky, háky, paňáci a auta. Praha: Portál. Vygotský, L. S. (1981). Psychológie uměni. Praha: SPN. Willats, J. (1984). Getting the drawing to look right as well as to be right: The interaction between production and perception as a mechanism of development. In: W. R. Crosier and A. J. Chapman (Eds.) Cognitive processes in the perception of art. Amsterdam: North Holland, pp. 111-125. Willats, J. (1997). Art and representation. Princeton : Princeton University Press. Wilson, B., Wilson, M. (1977). An iconoclastic view of the imagery sources in the drawings of young people. In: Art Education. Wilson, B. (1997). Child art, multiple interpretations, and conflicts of interest. In: A. M. Kindler (Eds). Child development in art. Reston : NAEA, pp. 81-95. Wilson, B., Wilson, M. (1977). An iconoclastic view of the imagery sources in the drawings of young people. In: Art Education, Vol. 30, No. 1, pp. 5-11. Wilson, B., Wilson, M. (1982). The case of a disappearing two-eyed profile: Or how little children influence the drawings of little children. In: Review of Research in Visual Arts Education, No. 15, pp. 19-32. Wilson, B., Wilson, M. (1985). The artistic tower of Babel: Inextricable links between cultural and graphic development. In: Visual Arts Research, Vol. 11, No. 1, pp. 90-104. Wolf, D. (1994). Development as growth of repertoires. In: M. F. Franklin and B. Kaplan (Eds.). Development and the arts. Hillsdale : Lawrence Erlbaum. Wolf, D., Perry, M. (1988). From end points to repertoires: New conclusions about drawing development. In: Journal of Aesthetic Education.
Toplam 1 adet kaynakça vardır.
Ayrıntılar
| Bölüm | Makaleler |
|---|---|
| Yazarlar | |
| Yayımlanma Tarihi | 30 Nisan 2017 |
| Gönderilme Tarihi | 29 Nisan 2017 |
| Yayımlandığı Sayı | Yıl 2017 |
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