Running head: ANALYZING STUDENT ARTWORK

Analyzing Student Artwork Using Qualitative Research Samantha Haselhorst University of Missouri

ANALYZING STUDENT ARTWORK

Analyzing Student Artwork Using Qualitative Research Art is more than just a couple of scribbles on a piece of paper or a few paint splatters on a canvas; art is a means of expression and communication. Art is created with the intent to articulate emotions and ideas to the world. A piece of artwork can express an artists identity just as much as his or her Facebook profile. An elementary school student often loves to doodle and create things for his/her parents to hang on the refrigerator, but what most parents do not realize is that these creations express a lot about their child as a student and an individual. Children express their findings about the world, and influences around them, through art. Student artwork can serve as an informal or formal assessment of knowledge, aiding teachers in providing proficient instruction for each individual child. Method I was provided with a variety of anonymous student artwork by my LTC 4240 instructor. I chose to examine a students drawing of a female figure displaying her very large arm muscle. I studied this image closely and intently as I researched many published articles regarding the topic of art analysis. I applied findings from my research directly to the childs artwork, using specific characteristics from the artwork to help me vaguely predict the personality of the student artist. Findings The artwork is very unique and expressive. It features a woman who, based off her foot placement, appears to be in motion. The womans right arm is stretched outward and bent upward at the elbow, displaying her hand in the shape of a fist. This posture exposes the females very large arm muscle. The figures clothing and facial features are very detailed and exaggerated; the details attract the viewers focus as well as express emotion.

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The student artist appears to be between the Schematic Stage and the Gang Age (Brittain & Lowenfeld, 1970) in his/her artistic development. The students human representation coincides with the Schematic Stages description of human representation. It is apparent that the student artist has a clear concept of form, because the artwork features a figure that has arms and legs that show volume and correspond to correct body placement. However, the exaggeration and proportions of the figures body parts are not realistic. The artist seems to emerge into the Gang Age by applying keen details to his/her drawing. The figure in the artwork has very large eyelids and long eyelashes; her lips are also shaped in a unique way, as opposed to a line, circle, or open smile. The student proves to have a great understanding of the human body. The artist also applies detail in the space representation of his/her artwork. The female in the drawing seems to be performing in a ring of some sort, as no base line is apparent in the drawing. From a more recent perspective, the student also appears to develop between the Symbol Making Stage and the Emerging Expertise Stage (Luehrman & Unrath, 2006). The student artist has almost mastered the Symbol Making Stage, which is apparent as the drawing displays symbol development with plenty of detail and differentiation. The distinct placement of the females muscles in the students drawing implies that he/she is just starting to enter the

ANALYZING STUDENT ARTWORK

Emerging Expertise Stage. Todays society provides students with many influential factors regarding body image. The female figure in the students drawing indicates the creative development of incorporating outside influences into artwork. Conclusion The students stage of artistic development reflects not only on his/her artistic abilities, but also learning abilities in the general classroom. Characteristics of a students artwork can enlighten teachers on what kind of instruction to use with the child. The drawing of the muscular female character had a ring figure as the background. A general regular classroom teacher could also use this detail as an opportunity to expand the students knowledge of his/her surroundings. The teacher could have the student work with activities involving repeat patters and borders, or have the student simply explore his/her surroundings to suggest inspiration for backgrounds (Maryland Board of Education, 1974). An obvious attribute found in the drawing of the female performer was the artists emphasis on the human body. The student artist was influenced or inspired in some way to draw a figure with big muscles and detailed facial features. Students are much more engaged in the classroom when the content is something that they find interesting. A regular classroom teacher could take this interest and curiosity in the human body as an inspiration for a science lesson plan in the future. The teacher could have the student artist try to name the arm muscles that he/she drew on the female figure. The teacher could also use this drawing sample as an inspiration for a lesson on different body types and social factors that influence body image. Art can provide many opportunities for teachers and students to explore and learn. The number of lessons that could stem from one piece of artwork could fill up an entire semester.

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The arts celebrate multiple perspectives. One of their large lessons is that there are many ways to see and interpret the world (Eisner, 2002, para. 3).

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6 References

Eisner, E. (2002). What the Arts Teach and How It Shows. The Arts and the Creation of Mind (pp. 70-92). Yale University Press. Lowenfeld, V., & Brittain, W. L. (1970). Creative and mental growth. New York: Macmillan. Luehrman, M., & Unrath, K. (2006). Making theories of childrens artistic development meaningful for pre-service teachers. Art Education, 59(3), 6-12. Maryland Board of Education of Baltimore County. (1974). Beginning stages of visual expression of young children. In Art Experience, Development of Visual Perception, 1-4.