Stages of Artistic Development HIGH SCHOOL

What should your high schooler's art look like? Understanding the stages of artistic development is key to enjoying and taking pride in your child's art production as their art works mature and take on a more personal nature. See key features of the high schooler's art work as they begin to master the artistc craft of the professional and become independent learners. Discover how you can encourage, engage, and provide meaningful learning opportunities for your child at this later stage of artistic development.

Stages of Artistic Development In art, we can notice , encourage , engage , and provide opportunities to expand and strengthen growth and development. High School ages 14-18 Your child is ready… to Own it! The art you see is sophisticated as your child focuses on personal interests through one of three ways: reworking the creation of symbols (imaginative artworks); developing narrative themes (arranging scenes); or solving visual problems using the elements of art and principles of design (realistic artworks).

YOU MAY NOTICE THAT YOUR CHILD IS: • able to work on lengthy projects, returning multiple times to further a single task with full attention and motivation intact. • identifying talents; willing to try art for the first time and develop skills. • wired for risk taking; less correction and more guidance needed; developing an ability to find their way through choices or trial and error. • organizing information and can grasp the “big picture”. • beginning to understand that increasing their skill is attained only by practice. ENCOURAGE YOUR CHILD TO: • make connections between assignments and the interests they love. Say something like, “How might you use this art skill when you design your next computer game?” • keep a schedule. Say something like, “Let’s be college focused; getting an early start on big assignments and keeping up a steady pace in order to meet this deadline.” • produce artwork. Say something like, “Head knowledge is only one part of the fine arts. In school, your proficiency is based on the art you make, rather than verbal exams. In life, if you want to pitch your idea to a company or art gallery, you have to create it first, not just tell them about it.” • use formal instruction to become proficient in a variety of art media. Say something like, “Let’s expand your skills and get a head start on creating your college portfolio. Next semester, choose a new art medium to learn about and work with.” ENGAGE YOUR CHILD BY: • conversing about their art in meaningful ways using the lesson objectives. As you and your child critique and analyze their work and the work of others in a positive and constructive dialogue, your child is developing communication skills and getting comfortable in talking about art. Topics of discussion should focus on how they used an element such as line or shading in their art or how they arranged their art using the principles of design.

“The artist’s world is limitless. It can be found anywhere, far from where he lives or a few feet away. It is always on his doorstep.” – Paul Strand

This is the Mature stage. Your high schooler is ready to make art like an adult and eagerly looks for mature training. Emerging as a unique individual, your child steps into taking ownership of their art education; building life skills such as self-discipline, problem solving, motor skills, decision making, perseverance, resilience, and independent learning. They combine formal instruction with creative outcomes. Formal Instruction • Elements of art are introduced or revisited as your high schooler can now deep dive into an element such as “line” by exploring line variation, construction lines, line weight, pencil grades, and other mature uses of the elements to form pleasing compositions. • Media will include two-dimensional projects in drawing, painting (color theory), or photography and three-dimensional projects in sculpture, pottery, or textiles. • Art history, as it applies to the past, or to various cultures, can be explored and related to the present. “How can I use this idea from the past in my work today?” Creative Outcomes • As subjects for artwork become more personal, the high schooler will give more attention to references; they may explore photography or on-site sketching to build a knowledge base of specific subjects. • Formal learning assignments should result in creative art outcomes that reflect the high schooler’s understanding of those concepts; while copying the adult model is less interesting and productive. • Will search various subject matter and artistic techniques in order to “find their voice” and express themselves through their unique choices • The high schoolers assignments should involve making choices in order to explore multiple solutions when creative problem solving.

FEATURES OF THEIR ART

Observa�on: Using the elements of art, can produce a work by looking at an object in the real world.

Imagina�on: Can compose believable fantasies using elements and principles of art.

Narra�ve Theme: Can compose a subject within an environment.

Design : Uses propor�on, perspec�ve , and other principles of art.

ART CLASS OBJECTIVES

PROVIDE OPPORTUNITIES FOR GROWTH AND DEVELOPMENT

ARTistic Pursuits resources are designed specifically for your child’s stage of development. We provide learning opportunities with art class objectives that fit your high schooler’s needs as a growing artist and expand their visual experiences.

https://artisticpursuits.com, @artisticpursuitsinc, alltheanswers@artisticpursuits.com, (303)-467-0504, Artistic Pursuits Inc., 2626 East 109 th Ave., Northglenn, CO 80233 COPYRIGHT ©2024 BRENDA ABBEY. ALL RIGHTS RESERVED.

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