Drawing Introduction From ancient times to the present day, humans have always used drawing to communicate. It was introduced in primary school Drawing as an educational tool in 1791 and became compulsory in 1879. The current education system has a more or less critical place depending on the age of the children. In the 1950s, Philippe Wallon enumerated three ways of analyzing. The first appeared at the beginning of the 20th century. We will teach you how to draw spiderman.
It is the psychometric model which is used to determine the psychological level of the child. Then came, after the last World War, the analysis according to the projective model is mainly base on psychoanalysis. Finally, around 1970, those studied drawing developmentally, making it possible to match types at a given age.
As future teachers, we will try to understand the point of having children draw in primary school and what information it can give us. Therefore, to answer these questions, we will first study the place and role of drawing in primary school. I will allow us to understand why that established this activity. Then we will see his analysis from a developmental point of view to demonstrate the existing links between the child’s drawing and his body diagram’s representation. Ezine posting
Finally, we will look at its use as a psychometric test, which gives an idea of the child’s psychological level. The last two parts are closely related, but we will separate them to understand our analysis better. Target our research; our examples will focus exclusively on the Drawing of the character. The theme most frequently discusses in children aged 2 to 11 years. We will also limit our study to the psychometric and developmental way, the psychoanalytic way being more delicate to exploit because it touches the child’s personality and remains very questionable. What is the place and role of drawing in primary school?
To answer this question, we will first see how practice is in school and functional. How is drawing done in Elementary School? As we have said previously. The design is select by all French schools in 1879. To compensate for teachers’ lack of knowledge in this new discipline, to put a certificate in place—an aptitude for teaching drawing (CAED) on March 22, 1879. Drawing tests for the primary school certificate and the higher certificate introduce to assess the level of students in this subject.
At that time the national education wanted to establish Drawing as a discipline in its own right, which is no longer the case today. Today, Drawing is considered an essential educational tool for the proper functioning and success of a class. It is used differently depending on the level of the children. In kindergarten, it is omnipresent. The teacher uses them in all disciplines to illustrate them and make them more accessible. That allows students to have a teaching tool that they know and use and progress more efficiently.
In elementary school, its use reduces, but it continues to be practice frequently. It becomes more specific to a few subjects such as geography, poetry. It is worth it as an illustration and an expression of the lessons to understand them better. In comparison, we can notice that after elementary School-DRAWING remains an educational tool. Still, it is also part of a discipline: the Plastic Arts, which brings together a set of related processes.
Two hours per week are devoted to this subject, which is much less than in kindergarten, where Drawing is practice for about two to three hours per day (according to the official 2004-2005 program of Henri Fillon). The current Drawing involves two types of pedagogy in primary school: pedagogy through Drawing and Drawing. The use of Drawing in general education methods for children is Drawing education.
This type of pedagogy by students and develops their skills and general knowledge. According to G. Loquat, “attractive” teaching, that is to say. Teaching made so that children believe that they are having more fun than what must take working with reserve because Of life, and therefore, in this sense, it should not be a perpetual and straightforward game. It is necessary to do unpleasant works to diversify the approach techniques to these and have greater satisfaction.
We realized that admitting today is not part of the whole of the teaching. However, it is only one educational tool among many. We can say that the learning “attractive” is not applicable in the current school. However, it is often practice because the child has to go to school to learn and want to go. Moreover, as D. Willowherb puts it:
The child who draws school does not believe he is indulging in free entertainment.” Of course, children prefer to draw rather than tediously learn Drawing, but they have in mind an interest for their development. Therefore, not just simple entertainment but a way of learning.
Even though the teacher encourages the free graphic expression of children, pedagogy most of the time requires themed to progress in a particular area of child development. In the second subpart of this chapter, we will see what teaching brings to children in terms of know-how. The role of education in the advancement of graphic arts is pedagogy. This pedagogy use for the development of visual skills, which we will see later. Teaching is not an easy task. On this point, children are constantly evolving.