Rustin's Scribble Stage

After Rustin completed his creation of Playing fetch with Nash, I looked at this artwork objectively and noticed many different details he included in his artwork. At first glance, a viewer can see that it was created using markers with the use of primary, secondary, and neutral colors. I also see that Rustin drew a person to represent himself, he gave himself two arms and two legs and glasses. There is also a dog, however if he would have not told me what animal it was, it could possibly be interpreted as a cat. I see a red circle object in the middle of the sky, which appears to be a ball. Rustin included a flat green ground with a tree. The tree has two branches going into the top of the tree, which splits off into different lines that appear …show more content…
In this stage children are creating marks with no meaning, it is simply for the kinesthetic activity of drawing. Towards the end of this stage children begin to give the marks names. The scribble stage also consist of two different stages, randomness which will be when the students color off the page in a swinging motion, and then they will enter the second stage and have more control and begin to use repetition in their marks. The importance of this stage involves students learning to express themselves through drawing. There are also four sub-groups that are apart of the scribble stage. These sub-groups are disordered, longitudinal, curricular, and …show more content…
At this age children arrive at a “schema.” This schema is used to create their artwork based off of their knowledge of the subject. The students place everything on baselines, such as the grass line that go across a drawing. Lowenfeld’s theory supports that students also tend to make a clear separation in-between the ground and the sky. In this stage they are assigning shapes to objects as a way to communicate. Students may begin to incorporate what Lowenfeld referred to as, “X-ray Drawing.” This is when children draw the inside and outside, as if an object was cut or pulled open. The focus or subject of a drawing may be exaggerated in the schematic stage; students tend to make things they are interested in, larger in