Drawings of children 9-12 years

Children at this level usually draw by maintaining certain concepts and schema changes at this stage is the image drawn in a realistic and careful with details. Images of paintings began to shrink in size and the child begins to show the critical nature of the work themselves, they begin to compare the work with the work of peers and makes them cautious and a little competitive and insisted on the quality of the works. Children are born with a nature of a dynamic and growing according to the nature of their natural growth process. Visual artworks produced
serves as a communication tool and is a reflection of children's thinking. This reflection by Koster (2001), will continue to grow with the children until they grow. Production of art works, especially by children has a different interpretation to the work produced by adults. For adults, the visual art is often associated with beauty and perfection, but for the children resulting from the works are expressions and expressive (Lowenfeld, 1975). Many researchers consider children's art work of art as a means of interesting to see how thinking and exploring feelings and to see and test the capabilities of their cognitive development. Children's art in nature
personal and distinctive. Drip-less than basic knowledge of these factors drawings produced by children important for visual arts education teachers before the children were exposed to various activities. Knowledge that covers all ages, levels of children and their capacity should be understood that teachers of visual arts education can plan activities that fit in accordance with the appropriate level.
 TEACHING INTERESTS SUBJECT TO VISUAL ARTS EDUCATION OF CHILDREN
In your opinion, is an artistic ability is a gift that was present since birth, or it can be formed and developed in the process of mental growth of an individual? Involvement of children in visual arts activities can provide the stimulus and development from various aspects. Development of children's level of creativity as well as create a sense of enhanced sensitivity of children to sekelilingnya.Secara simply teaching the importance of visual arts education to children can be seen in the following aspects:

(A) Cognitive
Visual art with a structured and planned to produce children who have the ability to solve the problem and be able to make judgments and wise decisions.
(B) Physical Aspects
Use of tools and materials in teaching and learning of art education
visual provide an effective form of exercise to the muscles of the hands (psychomotor) and hand and eye coordination.

(C) Aspects of Creativity
Training and projects that are open to help students to develop their creativity. Activities and projects in education prioritize the visual arts, compared with the end products. By the Thus, this process nurture a culture of critical thinking in solving of the problem. In addition, visual arts education activities to promote
exploration and experimentation so that the child has wide experience
in the production of works.

(D) Aspects of Perception

Through the visual arts subjects, students can enhance and sharpen use of the senses and the senses. Enhance visual arts education manufacturing concepts and knowledge about the chronology of a product that is production processes and products of art, products and objects found around the them.

(E) Social and Emotional Aspects

Visual arts education provides opportunities for students to interact and social capabilities and increase confidence. Activities visual arts education gives students the opportunity to mutual respect and be tolerant platform to foster feelings. Eye
arts education is also organized in the spirit of cooperation formed a group activity.

CHILDREN AND ART GALLERY

Have you ever watched a child scribbling walls, books or even paper? Why do children love to doodle? Are they want to communicate? Many studies carried out to identify the children. Drawing and described as a form of activity that is widely used by scientists, educators and parents to comprehend the feelings and thoughts of children. Drawing activities is an activity that helps children recognize objects other help enhance their sensitivity to the environment. The process of drawing
directed towards the observation of the objects of the senses to train children to become more sensitive and increase their perception. In addition, drawing activities also enhance other imaginative children can their emotional balance. It is used as a learning process to children through imitation activities and reduce to the environment the production of abstract symbols eventually making it a form of work that unique.

(A) Drawing as a Medium of Communication

Painting is a form of early childhood communication before they can to speak. It is used as an effective communication tool to interact. In addition, the drawing can also be used as tools to help scientists to analyze the mind and feelings of children. Producing images such as trees, human figures, painting and sculpture can give interpretations that help the psychologist to identify children who have trauma.

(B) Drawing as a way Achieve Personal Satisfaction

Generally children learn through play. For them, play activities provide satisfaction as well as providing opportunities for them to explore the environment. Drawing is an activity that could provide satisfaction to the children. Through drawing, children can express feelings and emotions as well to build muscle strength. These activities are also intuition can help sharpen its children.

(C) Drawing for Enhancing Self Mastery (Self Esteem)

Drawing and to give satisfaction to the child in the expression what is seen and then transferred back into shape and appearance of a unique image according to their level of understanding. Capable of producing the effect of painting form the personality of children. Self-concept develops as the child able to draw straight and not worry about thinking of beauty work
them. In addition, the drawing and also encourage children to talk
their work in helping them to build confidence
to speak. Through drawing, children can improve
sensory sensitivity.

 CHILD DEVELOPMENT artistic

While studying in primary school before, have you ever share drawings you create with your classmates? artistic development of children is greatly influenced by the environment and the environment they grew up. In this context, the environment plays an important role for a healthy environment helps cognitive development of children in a positive manner. The study of children's artistic development are mainly carried out to see the growth of young minds since the 19th century again. According to Light and Barnes (2003), the earliest research on the artistic development of children ever recorded was in 1887. Corrado Ricci that the Italian has produced writings in the book titled The Art of Little Children who study a number of paintings of children. In 1910, a study on child development, continued by Clara and William Stern in Germany who published a study of paintings by a young man of the children aged 4 to 7 years. In 1913 in France, Georges-Henri Luquet has issued 1.500 pieces of catalogs of paintings produced by his daughter, painted at the age of 3 to 8 years. All the research and produced publications on the early artistic development of children is still the main menjadirujukan to the study of children's artistic development at present. Artistic Development Theory by Hurwitz and Day Hurwitz and Day (2001) has formulated the development of the child artist into three main parts. These levels are known as the manipulative, symbol-making levels and pre-teens. "Stages of artistic development are useful norms that can enlighten the teacher, but hire Should not be considered as goals for education." Hurwitz and Day (2001) (A) Level of Living or the Age of Early Childhood (2-4 Years)At this stage, children have no control on the movement of the hand because of their young age, usually between the ages of two to five years. Paintings also often uncontrolled and are abundant in the walls, on tables and paper drawings using various materials and mediums such as crayons, pencils and other materials. Production work at this age is not realistic, and many use line drawings to reflect an image. At this age, children prefer to try and bereksperimentasi with various types of lines can be generated through various media.
In general there are four levels of graffiti in the graffiti manipulative uncontrolled line, scratch, line control, control the appearance of graffiti and graffiti forms. Uncontrolled graffiti lines occur because the child has no control and the line is usually quite repetitive. In the control lines are lines of graffiti produced more mature display control compared with the first stage. Meanwhile, the graffiti shows the ability to control the appearance of children who began drawing shapes and repeated according to their needs. Last but not least is the appearance of graffiti, which at this stage the children were able to identify the appearance of and the resulting appearance. At this stage paintings is more to the satisfaction and pleasure as they are given the opportunity to paint and use tools such as pen and pencil drawing. Among the important thing to note is the way a child holds tools for drawing. At this age held candy is the capacity of the manner and style that is preferred by them. Are scribbling capacity bergantungkepada ability and consistency of muscle coordination between eyes and hands. Focus images produced at this stage is that a variety of line drawings.

(B) Stage Make Music (6-9 Years)

From the graffiti painting, children began to move into the produce symbols. Symbol production stage begins at age four to children aged eight years. At this stage, children are highly influenced with his surroundings. Environment plays a big influence and drawings which are commonly produced as houses, cars, flowers, toys and so on. Imaging in the drawing figures is the dominant image. Symbols and images drawn by children is usually preceded by their own image, followed by family parents followed soon as friends. At this stage, the symbol produced by children are to be identified because the child had control in terms of balanced and orderly movement of the hand. In the early stages of image production symbolism, the images produced by the paintings of various sizes. Generally, a person who is important in the lives of these children reflected greater in size than the image of other figures. For example, the father portrayed larger than the image of other family members symbolizes power and strength that are owned by the father as head of the family. In some cases, the image of the child also has a larger size than the image of other figures. At the beginning of the first stage of this symbolism, the use of color for the image is not the main focus and not significant. At the second level, the use of color on the image began to be seen. For example, the image associated with the blue sky, yellow for the sun and the color green to represent grass or plants. In the third stage of symbolism, paintings focused on the concrete image of the image seen from the images that they know.

(C) Pre-Teens (10-13 Years)

Pre-teens said the transition from childhood into adolescence. There are attempts to draw the figure with the correct size. Figure painting began drawn with its emphasis on the actual size of the object. For example, the human figure first drawn by looking at comparable rates in the object without making increase. Drawing on this level is more rational as well as from position and size the correct figure, they also began to emphasize color right other than entering the shadow of the object so that the images produced seems realistic look. At this stage, they began using the
perspective, to differentiate between the image size in which they try to understand the concept of space the object of much smaller size compared to the closer object.

Theory of Artistic Development of Children by Lowenfeld and Britain

Lowenfeld and Britain (1982) has introduced a theory of children's artistic development covering children from 2-14 years of age. Stages of artistic development
introduced by Lowenfeld and Britain consists of five main stages scribbling stage, the preschematic, SCHEMATIC level, the dawning realism, and the Adolescent pseudonaturalistic the art.

(A) Scribbling Stage (2-4 Years)

At this stage the child produces random graffiti and not
controlled. Scribbling process causes body movements and develop
hand motor muscle coordination. When the children were able to master
hand and body movements they began to paint from the graffiti
to drawing a straight line and transverse to draw a circle.

(B) Stage Preschematic (4-7 Years)

This stage saw an increase of graffiti circles to first attempt to draw objects in their surroundings using the line. For example, parents and people close to they have a character drawn by hand and foot, and drawn as if floating and the size of the different images.

Artistic DEVELOPMENT AND DAY BY Hurwit
Living Stage (2-5 years)
Stage Make Music (6-9 years)
Pre-Teens (10-13 years)

(C) Schematic Stage (7-9 Years)
At this stage the child is less likely to draw the image of the object
than at earlier stages. Drawings are being produced according to scheme or
particular concept. A strong emphasis on how to organize the objects in
images other than the image that there are people and objects around him. As
example, children begin to make attempts to divide the space in drawing paper into two parts, air and ground plane. To view the object plane is arranged in the horizontal and the same while the object is left empty air. In addition, paintings
is spontaneous, free and large scale. Not sensitive to their own work and are not concerned with art produced by their peers and like to share.

(D) The Dawning Realism Stage or The Gang Age (9-12 Years)

At this stage, children continue to draw to retain the concept and particular schema. Changes at this stage is the painted image realistically and carefully. Images of paintings began to shrink in size and children beginnings of his own critical work. They began to compare the work with the work of peers and makes them
carefully and a little individualistic and concerned with the quality of work that
produced.

(E) Level Pseudonaturalistic or reasoning (12-14 Years)
At this stage, your child begins to be sensitive to the concept realistic in produce drawings. They emphasize the concept of rational position and size image. They prefer to draw through the concept of imitation or through objects in front of the eye compared to drawing with imagination. Drawings produced rarely shared with peers and feelings of shame and low self-esteem will arise if the paintings were not attractive.

(F) If Level Decision or Adolescent Period Art in High School (14-17 Years)

This stage is the emphasis on the production process works and the creation of art objects. This shows the maturity level in decision-making and selection of appropriate materials to produce works of art.
 
Theory of Artistic Development of Children by Georges-Henri Luquet

The theory of children's artistic development, which was introduced by Luquet (1926) beginsfrom the scratch. According to Luquet, development and children's drawing activitieschildren at this stage is more of a replication activity and interpreted in accordance withtheir graffiti style. But in short, there are three stages in the developmentartistic children who are introduced and termed by Luquet, that is at
Fortuitous imaging findings realism Realism or by accident, the second stageis Failed Realism, and the third is intellectual Realism and theend is Visual Realism.

(A) Level Fortuitous Realism

This stage is the early stages of children's drawings in which images of cuba
produced at the graffiti has been shaping the image and the object of almost
similar to real objects. What is interesting is the similarity of images which
produced was accidental.

(B) Failed Stage Realism Images obtained by chance, improved and refined for
get the actual image. Produced almost the same painting over and over again.
But efforts can not continue because the object image often changed from the original image acquired by accident earlier.

(C) intellectual level Realism
At this stage the child begins to draw on what they know and what they see. Production of children's work is in the form of paintings simpler but fairly well drawn.

(D) Level Visual Realism
The final stage saw the child's ability to paint images has the perspective and compare rates. Attempts to draw three-dimensional image on paper drawings can be seen at this stage and attempt to draw an image in three dimensions is considered a good success and achievement.

 CHILDREN'S BASIC DESIRE

When arriving at a certain age, the child will be more tend to draw on what they see from use their own imagination. Why is this happening? Every human in the world have the will, especially children. As a teacher, understand their desire to give space for us to arrange sessions learning and the approaches used in the most efficient manner.

(A) For Mobile, Successful and Recognized, Acceptable and Adorable Praise and adulation is part of the means of enhancing motivation of children. In the visual arts education activities, the production work children need to get proper credit from the teachers. Painting produced by children to be displayed on notice boards
students in the school as part of efforts to increase self-confidence students as well as a form of tribute to them in their efforts create work.

(B) To Compete, Physical Agility and Understanding

Drawing activities form the foundation for building a healthy competition
among children. Competitions such as drawing and coloring often aims to create positive competition among young children while giving them the opportunity to interact with peers. The organization of these activities provide opportunities for them to learn and new things with each other.

(C) To explore, creative achievement and Express Feelings

Drawing activities to enhance and open space towards the construction of power
creativity of children. In addition, through drawing and child is given opportunities to explore and bereksperimentasi with painting materials such as pencils, pens, pencils, colors, and so forth. The child is like to try. Feelings of wanting to do this is part of the learning process for children.

DEFINITION OF ART
What are your personal opinions about art and the scope of art? How knowledge can improve the definition of art your understanding of art? Art in the English language is known as art drawn from the Latin term ARS means the organization or to arrange. In this context, the interpretation of art is very universal, which refers to any form of structured objects in a specific order. Very broad interpretation of art is to draw the art for practitioners directing the scope of art on a more focused lens to provide an overview more specific. Art is the essence of an expression of creativity. However, the the subjective nature of art and abstract definition makes it difficult to give specific the art and concept art itself. Although it is difficult to give specific definition and the difficulty to assess the level of individual art, each artist determines own parameters of their artworks. In general, the art can be viewed as a process and a manifestation of the expression self assessment that determines the appropriate elements featured in the results art, in communicating ideas, emotions, feelings, beliefs in the form deemed the most effective. There is also the view of art as a result the application which have an element of creativity or appreciation in value, based on aesthetic value and impact
emotions. The term of art has a connotation that is very close to the capabilities and control a medium for the communication of specific purposes. Determine the meaning that we want to, medium and effective way to convey meaning is; need a good foundation in the critical evaluation.

DEVELOPMENT FEATURES

Awareness of the artistic process of cognitive development and child begins to a place among researchers, scholars, educators and psychologists in the early , 1900. As a result of studies carried out revealed that the process child development is in accordance with a certain degree. Each stage is represented by the dominant characteristics displayed over and over in the children's artwork. These levels are also associated with child's age and maturity in artistic expression always clear on
maturity of their age.

DEVELOPMENT Aesthetic

We often associate the element with the creativity and artistic aesthetics. What exactly is the aesthetic and how it differs the concept of creativity in the arts?
Aesthetic development of children is often interpreted through body language and
movement of their bodies. Children's abilities in the expression of aesthetic values
they are a form of cognitive skills that are not only important in development of the child's art, but also very important in the development thinking and their intellectuality. Aesthetic expression of very different children with normal body movements. In in daily life, we communicate in verbal and non verbal.
Non-verbal communication involves the movement of the hand, pussy face, eyes
and the movement of other parts of the body. Aesthetic movement is leading to
virtual signal. Virtual signal is a window to the internal emotional child
and also the life and thinking. Although the aesthetic development of children in total is not well sure, researchers have discovered a number of movements that become a reflection of aesthetic development of children. Aesthetic movement early childhood have directly related to their emotions as sensory reception signals
usually have direct contact with parts of the brain that stimulates
emotions. Children at the age of 2 to 4 years often produce specific signals
more mixed emotions than rational or intellectuality. Common signals such as
prostrate or ordinary movement done during worship emotional implications. When they reach the age of the third and fourth years, children become more sensitive to the dynamic movements involving balance, direction, consistency, power and intimacy. At this age, they can balance themselves well in on a small chair and maintain a consistent time to try a dance easy. They are also able to distinguish the left and the children, above and below. At the age of 6 years, children know that their movements have also psychological elements. For example, to express feelings of sadness with the face down or even produce expression was thinking by putting your hands under his chin. All This movement is their aesthetic expression and as an adult, observation of their movements will help us determine what playing in their mind and soul.

Artistic Developments

Development of various models are presented which help clarify
artistic development of children. Among the top models have been formulated
by Lowenfeld (1975), Chapman (1972). These models are generally different
but has a growth pattern more or less the same. Between equations
Evidently the transition stage of development from scribbling to representation.
Among other similarities are:

(A) socio-economic factors have a very limited influence in the early growth of children. Boys and girls available drawing the same way in the early stages of growth.

(B) drawing the child can provide more information about the development
them from the painting because it is using crayons, pencils and pens. Tools
more easily controlled by the children of the brush and colors.

(C) There is significant overlap between these stages.

Drawing the child may have elements of two stages simultaneously and not
necessarily elements of the development s