MODELS OF CREATIVITY

CREATIVE AND MENTAL GROWTH

STAGES OF ARTISTIC DEVELOPMENT BY
LOWENFELD
1. SCRIBBLE (2 to 4 Years)
- 4 sub-stages
a) Disordered-uncontrolled markings that could be bold or light. At this
age the child has little or no control over motor activity.

b) Longitudinal- controlled repetitions of motions.

c) Circular- further exploring of controlled motions and ability to do

more complex forms.

d) Naming- the child tells stories about the scribble. Imaginative

thinking in terms of pictures.
2 to 4 Years
2. PRESCHEMATIC ( 4 to 6 Years)
- announced by appearance of circular images with lines which seem suggest
a human or animal figure.
- the visual idea is developed.
- the drawing show what the child perceives as most important about the
subject.
- little understanding of space-objects are placed in a haphazard way
throughout the picture.
- the use of color is more emotional than logical.
3. SCHEMATIC ( 7 to 9 Years)
-recognized by demonstrated awareness of concept of space.
-Objects in drawing have a relationship to what is up and what is down.
A definite base and sky line is apparent.
-spatially related, colors are reflected as they appear in nature, shapes and
Objects are easily definable.
-Exaggeration between figures ( humans taller than a house)-to express
strong feelings about a subject.
4. DAWNING REALISM ( 9 to 11 Years)
-also known as the gang age. Group friendships of the same sex are most
common.
-this is a period of self awarenesss to the point of being extremely self
critical.
-this stage is the first time that the child becomes aware of a lack ability to
show objects the way they appear in the surrounding environment.
-The drawing shown the gender and clearly defined with a feeling .
Perspective is one of this stage.
-awareness of the space between the base line and sky line.
-overlapping of subjects, types of point perspective, use of small to
large objects, objects no longer stand on a base line, three dimensional
effects, shading, and use of subtle color combination.
5. THE PSEUDOREALISTIC STAGE ( 11 to 13 Years)
-this stage is marked by two psychological differences:

1.Visual
-The individual’s art work has the appearance of looking at a stage
presentation.
-it inspired by visual stimuli.
-looking at their work form the outside.
-has a visual concept of how color changes under different external
conditions.

2.Subjective Experiences. ( Nonvisual)

-based on subjective interpretations emphasizing emotional relationships to
the external world as it relates to them.
-they feel involved in their work as it relates to them in a personal way.
-they sees color as a tool to be used to reflect emotional reaction to the
subject at hand.
11 to 13 Years
 CREATIVITY IN VISUAL ART EDUCATION
Relationship between Creativity and Intelligence

-A person therefore needs intelligence to be creative, but not all intelligent people are
creative.

-Creativity is a characteristic of an individual as he or she reacts with one or more structures

within a particular socio-cultural context.

-creativity as an ability to produce work that is both novel and appropriate is widely
accepted (Sternberg & Lubart, 1999).

-Creativity, as defined by contemporary educators and psychologists , is an interrelated

system in of relationships among persons, processes,
products, and social and cultural con texts (Csikentmihalyi, 1996 ; Feldman, 1999; Gruber, 19
89; Sternberg , 1999).

-According to Sternberg (1999) creative outcomes occur in one or

more domains of knowledge; therefore, people are not creative in a general sense, they are
creative in particular domains such as the visual arts and judged by a community of experts
within this domain.
-where creativity can lead to new findings , movements, inventions , and
programs (Csikszentmihalyi, 1996; Sternberg, 1999).

-Some researchers hold a position that everyone has some creative ability
and this capability should be supported in educational settings (Parkhurst,
1999).

-Creativity can then be viewed as what is creative for an individual rather than
the society in which that person resides. If art students can be viewed as
creative, then it then would be possible to teach them skills and
understandings to help them think creatively.