International Journal of Art & Design Education

Changing Views of Childhood and their Effects on Continuity in the Teaching of Drawing

Volume 3.1   1984



Shows how changing views of childhood over the past six centuries continue to be reflected in the attitudes of teachers, parents and educators to the drawing activities of children. Such attitudes influence approaches to art teaching and children's experiences of drawing. Children's progress in drawing is most commonly judged by their ability to record faithfully perceptions of objects in space, especially of the human figure. Those who seem to be representing other more idiosyncratic things in their own unique ways are often thought to be poor at drawing. We have hitherto found it difficult to develop an adequate approach to the teaching of drawing for the young. A re-appraisal of the concept of childhood might help us to evolve a more positive practice for the teaching of drawing in the early years and achieve greater continuity between the primary and secondary phases of education.