未命名文件

If the artwork that children bring home is all very good, all very complete, don't be too happy; in fact, there might be a hidden danger lurking within that “Good!”.

A number of years ago when I first came back to Taiwan from the United States, friends would often invite me to look at their children's artwork. The sons and daughters of these friends took art classes together; they were extremely meticulous in their coloring, making sure to fill in every little bit of space. But the sad thing was that this made the pictures identical.

The subject of the artwork was “Marriage”. In the picture the bride and groom's places, figures, and background were the same; even the number of guests were the same. Looking at a couple of bird pictures made by children about five years old, the size of the birds, their placement,

and direction were all the same; even the portrayal of the wings was the same! The degree of similarity in the drawings completely astonished me.

Completeness and organization are all very good, but what is sad is simply reproducing the calligraphy teacher's example. There is more to an art education than training children to depict birds. Experienced teachers all know that as long as a picture is used as a model for creation, the pictures produced by the class will all be the same; and what is more, they will all be done quickly, and done well. If the children can't find inspiration or they're so small that they can't think of what to paint or draw, it is ultimately up to the

teacher to think of a way to instruct them. Drawing from a model is the fastest and best source of direction, but it also the quickest kind of poison. If one aims to inspire creativity, there are some important points that one must not gloss over or be lazy about. With regard to different courses and classrooms, it is necessary to have the proper environment, teaching tools, and

pictures. When asking children to illustrate something, it is critical to give children to have a clear understanding of what they are to depict, before asking them to engage in the task.

The best way is to see it or experience it for oneself. Rather than just talking about swimming, why not just take children swimming? But if there is no way to experience something for oneself, then the next important thing is to understand its basic structure. A spider's eight legs all extend outward from its head and chest segments; they do not grow evenly out of the two sides of its body. When children observe this for themselves, only then can they draw this image from inside their heart.

When discussing creativity with children you don't need to discuss it directly; use problems as a means of exploring the means to gradual progression towards the habit of independent thought. For example, the child in Sample Drawing 3 said that the drawing depicts a hatching white egret; Drawing 4 is a mother bird that is feeding. On paper, the main subject, the bird, is already complete; the teachers understand to lend a helping hand and give people strength, and encouraging discussion based on the picture. Given the right questions, a child will naturally give the bird that he or she has drawn a family, feeling, and other unique perspectives. At first, leading children in making these observations is difficult and hard work, but from small beginnings, mothers and fathers can train observation ability and visual sensitivity. Through countless repetitions, even preschoolers can discover just where exactly is “alive” part of life lies.