How does kid learn how to draw?
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Anonymous
Of course it’s automatic. They draw what they see or what’s in their imagination. The fact that it’s not automatic for OP’s child means the child may need an evaluation. Children don’t need to be “good” drawers but they should be able to sketch out a stick figure, a house shape, etc. |
Anonymous
Of course not. Some kids pick things up easier or quicker than others. And some kids need more modeling/examples/teaching than others. |
Anonymous
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She’s behind. You’re screwed. Cross the Ivies off the list of possibilities.
Just breathe. |
Anonymous
She isn't behind, she's advanced. She has progressed beyond the boundaries of realism. Ivies have nothing to offer an artist of this caliber. |
Anonymous
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NP. Of course becoming "good" at drawing is eventually largely a matter of training. But drawing representationally in a very rudimentary way is a developmental milestone that is mostly not "taught" (general unstructured fine motor practice, and observation and opportunity to draw, notwithstanding).
For example, the (aptly-named?) Goodenough-Harris Draw-a-Person Test: https://en.wikipedia.org/wiki/Draw-a-Person_test Here's how it works, below. Basically a kid around 5 would be expected to score at least about 8 points. That might mean a head, legs, arms, trunk, eyes, nose, mouth and hair. They could all be lines and circles and dots. Aimless scribbling would be concerning, as would one formless blob. I'm not sure if this is what the OP's kid would produce, but if so, that would merit further evaluation. I am almost comically unwilling to show my kid "how to draw" literally anything. I think if one thinks "a sun looks like a circle with lines coming from it" or "a house looks like a square with a triangle on top"... well, those are culturally encoded symbolic ideas, not "the way to draw X," and not actually representational. So if that's all this is about, then likely no worries. Kids don't need to be taught how to draw stick figures or whatever. But if the OP's kid can't reproduce a person that is more than aimless scribbles, that might be an issue. Other possible issues could (could!) include fine motor skills issues (inherent or due to lack of practice) or anxiety about "getting it right." Or it could be nothing. But a 5-year-old shouldn't be and/or shouldn't need to be taught how to draw, per se. ---- DIRECTIONS: “I want you to make a picture of a person. Make the very best picture that you can. Take your time and work very carefully. Try very hard and see what a good picture you can make.” TIME: No time limit. Usually 10 minutes will suffice with young children. This test is to be used primarily as a screening device. The drawings of bright children more than 10 years old or those who have had drawing lessons will result in an invalid evaluation of the child’s intellectual potential. SCORING CLASS A Preliminary Stage in which the drawing cannot be recognized as a human figure: 1. Aimless uncontrolled scribbling – score 0. 2. Lines somewhat controlled – approaches crude geometrical form – score 1. CLASS B All drawings that can be recognized as attempts to represent the human figure. Each point is scored plus or minus. One credit for each point scored plus and no half credits given. GROSS DETAIL 1. Head present 2. Legs present. 3. Arms present 4. Trunk present 5. Length of trunk greater than breadth. 6. Shoulders are indicated (abrupt broadening of trunk below neck) ATTACHMENTS 1. Both arms and legs attached to trunk. 2. Arms and legs attached to trunk at correct points. 3. Neck present. 4. Outline of neck continuous with that of head, trunk, or both. HEAD DETAIL 1. Eyes present (one or two) 2. Nose present 3. Mouth present 4. Nose and mouth in two dimensions, two lips shown. 5. Nostril shown 6. Hair shown 7. Hair on more than circumference of head and non-transparent – better than a scribble. CLOTHING 1. Clothing present (any clear representation of clothing) 2. Two articles of clothing non transparent (ex. Hat, trousers) 3. Entire drawing free from transparencies – sleeves and trousers must be shown. 4. Four articles of clothing definitely indicated. *should include 4 – hat, shoes, coat, shirt, necktie, belt, trousers* 5. Costume complete with incongruities *business suit, soldier’s costume and hat, sleeves trousers and shoes must be shown* HAND DETAIL 1. Fingers present (any indication) 2. Correct number of fingers shown 3. Fingers in two dimensions – length greater than breadth, angle subtended not greater than 180 degrees 4. Opposition of thumb clearly defined 5. Hand shown distinct from fingers and arm JOINTS 1. Arm joint shown – elbow, shoulder, or both 2. leg joint shown – knee, hip, or both PROPORTION 1. Head not more than ½ or less than 1/10 of trunk 2. Arms equal to trunk but not reaching knee 3. Legs not less than trunk not more than twice trunk size 4. Feet in 2 dimensions – not more than 1/3 or less than 1/10 of leg 5. Both arms and lens in two dimensions MOTOR COORDINATION 1. Lines firm without marked tendency to cross, gap, or overlap. 2. All lines firm with correct joining. 3. Outline of head without obvious irregularities. Develop beyond first crude circle. Conscious control apparent. 4. Trunk outline. Score same as #3. 5. Arms and legs without irregularities. 2 dimensions and no tendency to narrow at point of junction with trunk. 6. Features symmetrical (more likely to credit in profile drawings) FINE HEAD DETAIL 1. Ears present (2 in full face, 1 in profile) 2. Ears present in correct position and proportion. 3. Eye details – brow or lashes shown. 4. Eye detail – pupil shown. 5. Eye detail – proportion. Length greater than width. 6. Eye detail – glance – only plus in profile. 7. Chin and forehead shown. PROFILE 1. Projection of chin shown – usually + in profile. 2. heel clearly shown 3. Body profile – head, trunk, and feet without error. 4. Figure shown in true profile without error or transparency. TABLE OF MENTAL AGE EQUIVALENTS OF SCORES 1 3-3 14 6-6 27 9-9 40 13-0 2 3-6 15 6-9 28 10-0 41 13-3 3 3-9 16 7-0 29 10-3 42 13-6 4 4-0 17 7-3 30 10-6 43 13-9 5 4-3 18 7-6 31 10-9 44 14-0 6 4-6 19 7-9 32 11-0 45 14-3 7 4-9 20 8-0 33 11-3 46 14-6 8 5- 21 8-3 34 11-6 47 14-9 9 5-3 22 8-6 35 11-9 48 15-0 10 5-6 23 8-9 36 12-0 49 15-3 11 5-9 24 9-0 37 12-3 50 15-6 12 6-0 25 9-3 38 12-6 51 15-9 13 6-3 26 9-6 39 12-9 |
Anonymous
| +1 that it’s a type of intelligence test. My kids happened to be very good at this stuff but were not, for example, incredible musicians. Kids are all different. |
Anonymous
| The point of showing a kid how to draw things, instead of letting them figure it out for themselves, is so that they don't get frustrated and give up. Kids notice when they're not good at something and label themselves. OP is saying her child is showing frustration and sees the difference in what she can do versus others. Telling her to relax may be developmentally appropriate, but is not appropriate for OP's child given how she's feeling. Help her learn some skills and boost her confidence, how on earth can it hurt her? |
Anonymous
I’m sorry, but I need to correct this. Please see the other PP’s post. It’s a developmental milestone. OP’s child may need an evaluation. It’s a red flag. |
Anonymous
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I'm the PP with the long response about the Goodenough-Harris test and I felt compelled to come back.
Based on the OP's wording, it's also at least possible that she is overly critical and anxious about this. She DOES say "she cannot draw anything that I can recognize"-- so not just some things, but "anything." That said, my DD, who has an affinity for art and excellent fine motor skills, has drawings from age 5 that, if scored on a G-H scale, would put her "mental age" at up to 10 (score of 20+). And yet, I STILL sometimes have to ask her to "tell me about your drawing"-- i.e., I have no idea what an object is supposed to be lol. If the OP's kid does, in fact, draw some semi-recognizable things, I am concerned that the OP herself is transferring her assessment of her daughter's "lack of skill" (by perhaps saying things like "I have no idea what that is") and making her DD feel as if she is not as good at drawing as others. Maybe. |
Anonymous
Needing to be taught a skill is not a disability. It would only be a red flag if after seemingly adequate age-appropriate instruction, the child were unable to learn the skill. |
Anonymous
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OP here. Thanks for all suggestions. I showed her how to draw house (square + triangle), stickman for our family, sun (circle + couple lines) & clouds on Tuesday night, she got frustrated & did not want me to "teach" her. However, yesterday night, she drew some clouds (exactly the way I drew) on top of page in blue color, our family in letters (M stands for mommy, D stands for daddy, & her sibling & herself initial), and she colored the grass in green color on the bottom of page. It is A LOT OF BIG improvement. She is not confident at drawing stickman yet. She was so proud of herself drawing clouds & family (with letters), and I kept praising her.
I agree with others that she may has some fine motor delay, but she can write some letters & numbers. So, I am confused. |
Anonymous
She is five, you said? Is she in a preschool or Kindergarten? Has she been seen by a specialist? Have you talked to her pediatrician? I would absolutely get her evaluated, the earlier she gets intervention the better for her!! Maybe post in the special needs forum? |
Anonymous
You could take her to an OT for an eval. Or you could try working on this at home a little: https://shopping.lwtears.com/product/MFSB-20/products-by-type https://www.amazon.com/gp/product/0439140072/ref=ppx_yo_dt_b_search_asin_title?ie=UTF8&psc=1 (these might be a little complex, but maybe it could give you ideas on how to make your own workbook of pictures she could use) https://www.teacherspayteachers.com/Product/Step-by-Step-How-to-Draw-a-Person-328318 |