The stages of artistic development have been studied and named by many individuals; Viktor Lowenfeld, Marianne Kerlavage, and Judy Burton serving as leaders in the field. Although there are many factors that influence the rate at which a child develops, these stages attempt to place a developmental standard that most individuals tend to achieve.
2-4 years: Scribbling
- Kinesthetic activity
- Includes: mandalas, slash marks, bang dots, and open shapes.
- Transition: closed shapes
Four distinct behaviors can be observed during the scribbling stage: manipulation, uncontrolled marking, controlled marking, and planned/named marking. Mark making in the scribbling stage is often accidental. Artwork in this stage will include bang dots, slash marks, mandalas, and open shapes. The creation of art is about kinesthetic movement and the manipulation of materials rather than what is put on the page. Additionally, at this stage children are able to recognize certain colors but rarely choose colors for specific purposes. Towards the end of this stage marks become more organized and children become more involved in the making of their artwork. The transitional benchmark for this stage is the creation of closed shapes, in addition to the naming of scribbles.
Because of the rapid development of sensory and motor functions around this age, progression through this stage will happen more quickly than the others. As children develop, they will begin to make connections between their actions and the marks that they create. Children at this stage will also begin to understand the notion of right and wrong along with other simple words and phrases, allowing them to verbally communicate while creating their art.
4-7 years: Pre-Schematic
- Early understanding of symbols
- Includes: Nature, filling the paper, floating shapes
- Transition: tadpole people
Artwork in the preschematic stage is indicative of a child’s proclivity to draw representationally. Images begin to resemble symbols, but these may only be understood by the child. Drawings created during this stage are often about elements of nature and fill the entire paper.
Letters and numbers will begin to appear as elements of children’s drawings at this time. Colors may also begin to be more realistic than they were in artwork of younger artists. Additionally, shapes drawn are floating and there is no baseline evident. The benchmark for this stage is the creation of tadpole people (figures without necks and with arms sprouting from the head).
Children at this stage have difficulty differentiating between fantasy and reality, creating an alternate view of the world around them. They are able regulate their own behavior and may comply when sharing is necessary. Additionally, distinct personality traits emerge around this age as they begin to compare themselves with others.
7-9 years: Schematic
- Art for communication
- Includes: facial features, improved representation of figure
- Transition: baseline (actual or implied)
Artwork created during the schematic stage is used as a tool for visual communication. Young artists develop specific schemas to portray objects. Children still tend to be more interested in the process of making art rather than the final product at this stage. A key characteristic and the benchmark at this level is the use of a baseline (either visual or assumed) or simply a more organized space. The child at this stage may also begin to show depth in their drawings. Additionally, the colors used are based on what the object actually looks like rather than having been arbitrarily chosen.
Around this age, children begin to develop thought processes similar to those of adults although they are not yet able to think abstractly. Motor skills and hand-eye coordination are well developed at this stage allowing children to create artwork that is easily understood by others. Figures are created by either contour outlines or stacking shapes and what is created is symbolic rather than realistic. Although both the face and body are drawn accurately, everything is only seen straight on. The challenge of larger forms is resolved through foldout drawings, x-ray drawings, multiple-viewpoint drawings, and bird’s-eye views. Lastly, the themes of children’s drawings revolve around narratives at this stage.
9-11 years: Dawning realism
- Art as a creative outlet
- Includes: details, clothing to identify, receding space, world-making
- Transition: considered use of design principles
Art of the dawning realism stage marks the transition between art as purely symbolic to art as a creative outlet. Children at this stage will focus on developing an expertise in art and may often get frustrated throughout the process. Artists may begin to depict their subjects from multiple viewpoints and often multiple baselines are shown. Color is true to life in drawings from this stage, but elements of fantasy and illusion may be included in the form of world-making.
Oftentimes during this stage young artists will make certain aspects of a piece extremely detailed and resolve the remaining space with shorthanded symbols. The details of the piece, rather than the objects as wholes, are viewed as the identifying features and much of the focus of the artist is guided by this ideal. Additionally, artists at this stage begin to change the size of objects depending on their location allowing for the illusion of a receding space.
Children at this stage have the ability to think logically, allowing them to find multiple ways to solve problems. Individuals develop personal sets of rules and govern themselves based on those rather than what has been set forth by adults. Additionally, children at this stage place great emphasis on their social interaction, oftentimes negatively comparing themselves to others. A facet of dawning realism is the Gang Stage in which artists become anxious to conform to peers.
11-13 years: The Age of Reason
- Ideas in search of form
- Includes: proportions, three-dimensional space, realistic colors
- Transition: understanding of materials
Children begin to think abstractly around this age. Coordination and physical growth often fall out of alignment at this time, hindering the artist’s ability to create what he believes he should be capable of. Additionally, children at this age begin to favor same-sex friendships rather than those of opposing sexes, often relating to issues of self-esteem.
During the Age of Reason, many children discontinue their formal artistic education. An increased focus is placed on the final product rather than the creative process and oftentimes young artists are dissatisfied with their artwork. Artists in this stage of development will pay greater attention to the proportions of elements in their work, the creation of three-dimensional space, and the use realistic color.
At this stage, artists prefer to draw from observation rather than imagination. An increase in experimentation with both materials and concepts occur. Artists also have a strong interest in depicting the human figure at this time. This stage has also been referred to in part as pseudo-naturalistic, in response to the “adult-like” naturalism of their drawings.
14-17 years: The Period of Decision
- Art motivated by meaning
- Includes: inspiration by emotions, social issues, and improving skill
- Transition: personal voice
Throughout this stage of development, young artists begin to make art with an adult perspective. Although it is possible for all young artists to continue to this point, one must want to improve their artistic abilities. Through interpreting the world with a creative process, adolescents begin to approach their work as a mature artist would. The subjects of artwork at this stage vary depending on the interest of the artist and may range from extremely realistic to abstract. Artists in this stage tend to be motivated by social issues, emotions, or improving their own techniques, allowing for individualistic styles to emerge.
Artists at this stage may experiment with various mediums to achieve a single goal. Space, color, and design elements are well understood at this point and are used to create innovative artwork. Adolescents are able to render drawings from memory rather than strictly from observation. The belief that each individual is unique both in body and thought becomes prominent at this time and often dictates the adolescent’s emotions.
17 years & up: Adult
- Mature artist
- Includes: focus on individual goals, furthering personal voice
- Transition: continuous improvement upon prior knowledge
A continuation of the period of decision, this stage includes artists that have continued to involve themselves in the creative process. Individualistic style is further developed and skill is continuously improved in this stage. The creation of artwork in this stage involves introspective reflection to create pieces that reflect the artist’s personal voice.
Just as in the previous stages, attainment of this level of skill is dependent upon the artist’s will to continue their involvement in the arts. Not all adults will have the basis to perform at the level a mature artist is capable of.
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