Painting for the preadolescent: a guide book for the prospective teacher
By: Angiola R. Churchill
Published: 1967
Uploaded: 10/19/2006
Uploaded by: Pocket Masters
Pockets: Gottesman Libraries Archive, Historical Dissertations
Tags: Painting, Study and teaching

06 no.pdf
The purpose of this study is to provide a guide for teaching painting to preadolescents that will be useful to prospective teachers of art and college instructors responsible for their preparation.
It brings attention to a difficult period in art education, grades five, six, seven, and ages roughly from 10 through 13, to which minimal consideration has heretofore been given.
Increased rational perception and greater awareness of adult standards cause children of this age group to lose interest in their own spontaneous modes of graphic expression. They become highly critical, impatient with their lack of skills, and often find painting unnecessary, turning instead to the more pragmatic activities given higher priority by society.
Education of preadolescents requires specially qualified teachers and carefully devised methods. This Guide contains classroom-tested projects and suggestions for teaching as well as a theoretic foundation based on both the nature of painting and the nature of the child.
Ten years of active teaching of this age group, an extensive collection of photographs of preadolescent paintings from both private and public schools, statements by art educators and readings in child developmental psychology, art education, criticism, history, design, and techniques provided the resources for this Guide. Experimentation and synthesis of these resources, and the development of ideas beyond those currently in use, were the procedures employed.
The Guide, which was the result of this study, presents and argues the following position on the teaching of painting:
As a medium, painting has special potentiality for the pre-adolescent, whose needs and growing skills can be geared to the process with good effects on personality, ego strength, sense of identity and security. Whether or not he becomes an artist, the painting experience has a correlation with the childÆs general education and may affect later adjustment to life.
To lead children into the painting experience in depth, the teacher needs the knowledge of art, past and present. He needs also a thorough familiarity with psychological problems, capabilities, interests, needs of preadolescents.
This Guide presents a portrait of the preadolescent -- physical, emotional, mental -- and supplements it with illustrations of his paintings. Blocks to original expression are described and explained, with suggestions for overcoming them. The ambience of the classroom is emphasized. Along with helping each individual, the teacher is urged not to resist the typical preadolescent gangs or cliques, but instead to utilize their energies, interests, and purposes positively.
To draw the human figure and face with some degree of realism is so important to the preadolescent that a chapter is devoted to this subject.
The bulk of practical suggestions lies in the projects designed to immerse the child in the fundamental artistic concepts and practices of painting. These provide new ways of seeing the natural and the man-made worlds, and ways of expressing oneÆs individuality and ideas through various painting media.
Stress is placed on the viewing of modern painting which, it is suggested, should be shown to the children continuingly, along with the great paintings of the past.
Suggested attitudes, methods, lists, help the teacher assess the childrenÆs work and report on progress to school and parents. The Guide concludes that teaching the child to appraise his own work is one of the most important tasks of art education, for therein lies the

Sponsor: Justin Schorr
Dissertation Committee: Dwayne Huebner
Degree: Ed.D., Teachers College, Columbia University