A longitudinal case study illustrates how artistic development can be understood as the interplay between the child5 developing symbolic skills and the contextual social support for the child5 artistic expression.
The Artistic Evolution of Mommy:A Longitudinal Case Study of Symbolic and Social Processes Chris J. Boyatzis Children's art undergoes dramatic change during early childhood. Initially, children progress from making scribbles that lack representational intent to making graphic forms-circles, ovals, lines-that they do not use symbolically. Later the children give these forms symbolic meaning, often after the fact, when they recognize the forms' similarity to a referent. For example, a child may draw an oval and then declare, "balloon!"Representational art emerges later, when children intentionally create graphic forms to represent a referent. In many children, drawing a human figure is the first clear symbol-referent artistic achievement. This early artistic development has often been assessed through a nomothetic approach with cross-sectional designs (Cox, 1993;Freeman, 1980; Golomb, 1974; Goodnow, 1977;Kellogg, 1970).The case study, however, usually with a longitudinal design, also has a rich tradition and has been very useful for describing the stages, sequences, and microgenetic processes of art development (Cox and Parkin, 1986; Eng, 1931; Fein, 1976; Feinburg, 1976;Fenson, 1985;Gardner, 1980; Goldsmith, 1992; Golomb, 1992;Selfe, 1977;Smith, 1979; Zimmerman, 1992). Case studies effectively illustrate normative or atypical artistic development and identify the myriad forms symbolic expression can take. They also illuminate the seemingly paradoxical yet complementary qualities of flexibility and rigidity that are inherent in artistic and symbolic development; the cases generate hypotheses for subsequent research as well.