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Child art
Child art is drawings, paintings, or other artistic works created by children. It has been used as a therapeutic tool by psychologists and as an ethnographic tool to further understand children of the past. Within developmental theory, the art of each child reflects their level of self-awareness and the degree to which they are integrated with their environment.
In its primary sense, the term was created by Franz Cižek (1865–1946) in the 1890s. The following usages denote and connote different, sometimes parallel meanings:
J.-J. Rousseau (1712–78), J.H. Pestalozzi (1746–1827), John Ruskin (1819–1900), and Herbert Spencer (1820–1903) laid the premises for understanding the importance of art for children.
Agenda of art education for children was discussed at the International Conference of 1884, held in London at the Health Exhibition. The discussion framework was largely shaped by the widespread of schools of design for professional training of children and youth in the UK, beginning from 1852. Some of the conference participants underlined the importance of creativity, imaginations and special methodology for development of children's artistic skills. Ebenezer Cooke (1837–1913) has pointed out that "if a child follows its bent and draws animals its own way, in action, and repeats them, outlines them, and colours them too, he will produce a drawing which may be comparable to the archaic period of more than one historic school". The proceedings of the conference, ed. by E. Cooke, were issued in the 1885–86 Journal of Education, published by the Society for the Development of the Science of Education.
Robert Ablett (1848–1945) organized the first European exhibition of drawings by children in London, 1890. The first collection of 1250 children's drawing and sculpture pieces was assembled by Corrado Ricci (1858–1934), an Italian art historian.
Between 1895 and 1920, Franz Cižek championed the concept and practice of children's art in his art school, refusing to impose an aesthetic style on his students. At the International Conference on Education organized on the sidelines of the International Health Exhibition of 1884, the educator Ebenezer Cooke praised the practice of free drawing in children, as opposed to classical teaching, stating that it was a natural way for them to express themselves.
Aesthetic appreciation of children's art as untainted by adult influence was extolled by Franz Cižek, who called a child's drawing "a marvelous and precious document". Discovery of the aesthetic quality of the unskilled visual expression by children was related to the aesthetics of modernism and, in case of Cižek, to the Vienna Secession.
In 1897, Cižek opened the Juvenile Art Class, a weekend school upholding children creativity uninhibited by adult vocational standards. The initiative was supported by his Secession friends-artists and opposed by the traditional art teachers. The Class accepted pupils of 2 to 14 years old for two hours a week, free of charge, with no selection. Cižek claimed that he was working "as an artist, not as a teacher", and actually "learned and not taught". The work propagated the theory of developmental stages.
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Child art
Child art is drawings, paintings, or other artistic works created by children. It has been used as a therapeutic tool by psychologists and as an ethnographic tool to further understand children of the past. Within developmental theory, the art of each child reflects their level of self-awareness and the degree to which they are integrated with their environment.
In its primary sense, the term was created by Franz Cižek (1865–1946) in the 1890s. The following usages denote and connote different, sometimes parallel meanings:
J.-J. Rousseau (1712–78), J.H. Pestalozzi (1746–1827), John Ruskin (1819–1900), and Herbert Spencer (1820–1903) laid the premises for understanding the importance of art for children.
Agenda of art education for children was discussed at the International Conference of 1884, held in London at the Health Exhibition. The discussion framework was largely shaped by the widespread of schools of design for professional training of children and youth in the UK, beginning from 1852. Some of the conference participants underlined the importance of creativity, imaginations and special methodology for development of children's artistic skills. Ebenezer Cooke (1837–1913) has pointed out that "if a child follows its bent and draws animals its own way, in action, and repeats them, outlines them, and colours them too, he will produce a drawing which may be comparable to the archaic period of more than one historic school". The proceedings of the conference, ed. by E. Cooke, were issued in the 1885–86 Journal of Education, published by the Society for the Development of the Science of Education.
Robert Ablett (1848–1945) organized the first European exhibition of drawings by children in London, 1890. The first collection of 1250 children's drawing and sculpture pieces was assembled by Corrado Ricci (1858–1934), an Italian art historian.
Between 1895 and 1920, Franz Cižek championed the concept and practice of children's art in his art school, refusing to impose an aesthetic style on his students. At the International Conference on Education organized on the sidelines of the International Health Exhibition of 1884, the educator Ebenezer Cooke praised the practice of free drawing in children, as opposed to classical teaching, stating that it was a natural way for them to express themselves.
Aesthetic appreciation of children's art as untainted by adult influence was extolled by Franz Cižek, who called a child's drawing "a marvelous and precious document". Discovery of the aesthetic quality of the unskilled visual expression by children was related to the aesthetics of modernism and, in case of Cižek, to the Vienna Secession.
In 1897, Cižek opened the Juvenile Art Class, a weekend school upholding children creativity uninhibited by adult vocational standards. The initiative was supported by his Secession friends-artists and opposed by the traditional art teachers. The Class accepted pupils of 2 to 14 years old for two hours a week, free of charge, with no selection. Cižek claimed that he was working "as an artist, not as a teacher", and actually "learned and not taught". The work propagated the theory of developmental stages.
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