Abstract: Viktor Lowenfeld developed six distinct stages of development in his book Creative and Mental Growth. Currently there is limited information on the formation of these stages and the connection to their use in art therapy.
A systematic literature review was conducted to gather current and archival resources related to Viktor Lowenfeld, his methods of research, his theory on artistic development, and his relevance to the field of art therapy. Findings showed that Lowenfeld developed his theory based on other theorists of his era. Each theorist contributed to either his stage theory design or general concepts of certain stages.
Creative and Mental Growth, Lecture 04, pp. Creative and Mental Growth, Lecture 05, pp. Creative and Mental Growth, Lecture 06, pp. Creative and Mental Growth, Lecture 07, pp. Creative and Mental Growth, Lecture 08, pp. Creative and Mental Growth, Lecture 09, pp. Creative and Mental Growth, Lecture 10, pp. Creative and Mental Growth, Lecture 11, pp. Creative and Mental Growth, Lecture 12, pp.
Creative and Mental Growth, Lecture 13 , pp. Creative and Mental Growth, Lecture 14, pp. Creative and Mental Growth, Lecture 29, pp. Creativity E07 , , Audio Tape 7" Reel. Final Panel, undated. Jones, Howard M. In Creative and Mental Growth was published and became the single most influential textbook in art education during the latter half of the twentieth century, having gone through seven editions.
This text was widely adopted in courses for prospective elementary school teachers throughout the United States, a time when teacher education programs were undergoing rapid expansion in response to the shortage of teachers that followed World War II. This book describes the characteristics of child art at each stage of development and prescribes appropriate types of art media and activities for each age.
Its strong psychological orientation provides a scientific basis for creative expression and the practices that cultivate it. Lowenfeld's views of child art were grounded in constructs drawn from two sources. One was the psychoanalytic school of psychology in which evidence of aesthetic, social, physical, intellectual, and emotional growth is reflected in the art of children.
The second was the concept of stages of growth in art, which originated in German and Austrian sources. Lowenfeld did not claim to originate these stages but adapted them from earlier sources.
He also identified two expressive types of individuals that arise with the onset of adolescence. The first is the haptic type, which is primarily concerned with bodily sensations and subjective experiences in which individuals are emotionally involved.
By contrast, the visual type usually approaches the world from the standpoint of appearances. Such students feel more like spectators than participants. Lowenfeld suggested that each creative type needed a different instructional approach.
He saw the free expression of children in artistic media as necessary for the healthy growth of the individual. This stage is easily recognized by the demonstrated awareness of the concept of space. Objects in the drawing have a relationship to what is up and what is down. A definite base and sky line is apparent. Items in the drawing are all spatially related. Colors are reflected as they appear in nature. Shapes and objects are easily definable. Exaggeration between figures humans taller than a house, flowers bigger than humans, family members large and small is often used to express strong feelings about a subject.
Another technique sometimes used is called "folding over" this is demonstrated when objects are drawn perpendicular to the base line. Sometimes the objects appear to be drawn upside down. Another Phenomenon is called "X-ray". In an x-ray picture the subject is depicted as being seen form the inside as well as the outside. Dawining realism is also known as the gang age.
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