-The Nine Year Old------------------------Physical----------------------
Increased coordination | pushes self to physical limits | easily fatigued | many injuries | somatic complaints | tension outlets such as nail-biting, hair-twisting, and lip-pursing ------------------------Social----------------------- Highly competitive | self-aware | impatient | worries | anxious | aloof | complainer | fairness issues | sees adult inconsistencies and imperfections | critical | can be sullen and/or moody | individualistic ----------------------Language---------------------- Descriptive | loves vocabulary, language play, and information | baby-talk sometimes re-emerges | use of hyperbole | age of negatives: "I hate it," "I can't," "boring," "yeah, right", "dirty" jokes | graffiti ----------------------Cognitive---------------------- Industrious | self-critical | birth of "bigger world" | less imaginative | intellectual curiosity | ability to deal with multiple variables emerges | trouble with abstractions such as large numbers, periods of time or space |
--In an art classroom--
I would first try to create a lively environment that helps to keep students engaged as students at this age get tired easily and can tend to be a bit more anxious. Playing music in the classroom could potentially help with this as it introduces another art form into the visual art classroom. Music sometimes even helps students focus and it is also a big part of the culture that students live and participate in everyday. Students at this age have trouble with abstracting so moving from a concrete to abstract idea would challenge the students and help them grow cognitively.
I would first try to create a lively environment that helps to keep students engaged as students at this age get tired easily and can tend to be a bit more anxious. Playing music in the classroom could potentially help with this as it introduces another art form into the visual art classroom. Music sometimes even helps students focus and it is also a big part of the culture that students live and participate in everyday. Students at this age have trouble with abstracting so moving from a concrete to abstract idea would challenge the students and help them grow cognitively.
-The Ten Year Old------------------------Physical----------------------
Large muscle development | desperately needs outdoor time and physical challenge(s) | handwriting often sloppier than at nine | snacks and rest periods which are helpful for growing bodies ------------------------Social----------------------- Fairness issues peak and can be solved | quick to anger but also quick to forgive | generally content | works very well in groups | enjoys both family and peers | likes clubs, activities, and sports | usually truthful | developing more of a mature sense of right and wrong | good at solving social issues ----------------------Language---------------------- Good listeners | actively receptive | voracious readers | expressive | talkative | likes to explain | cooperative and competitive | friendly | generally happy ----------------------Cognitive---------------------- Memorization productive | increased ability to abstract | likes rules and logic | classification and collections of interests | likes to organize | able to concentrate | reads for extended periods | good at solving problems | proud of academic products |
--In an art classroom--
This is a good age to have students working together in groups as students are cooperative, talkative, and enjoy time spent with their peers. Working with other students can be motivating and that kind of energy has the power to create original, beautiful work. It would be a good idea to assign projects that focus on morals or social justice issues because at this age students are developing a more mature sense of right and wrong and are good at solving problems and social issues.
This is a good age to have students working together in groups as students are cooperative, talkative, and enjoy time spent with their peers. Working with other students can be motivating and that kind of energy has the power to create original, beautiful work. It would be a good idea to assign projects that focus on morals or social justice issues because at this age students are developing a more mature sense of right and wrong and are good at solving problems and social issues.
-The Eleven Year Old------------------------Physical----------------------
Vast appetite for food, physical activity, and talking | growth spurt of early adolescence for some girls | constant motion | restless | more illness such as colds, flus, and ear infections | need for more sleep | physical aggression not uncommon | fine motor capability is good ------------------------Social----------------------- Moody | sensitive | oppositional | tests limits | often does best away from home | impulsive | rude | unaware | loves to argue | difficulty with decisions | self-absorbed | extremes of emotion | inclusion/exclusion | height of cliques | seeks to belong ----------------------Language---------------------- Discovery of the telephone | impulsive for example: speaks before thinking | can be cruel | argumentative | debater | appreciate humor | imitates adult language ----------------------Cognitive---------------------- Prefers new tasks and experiences over reflection | able to abstract | deductive reasoning advances | can establish and modify rules | develops hypotheses | increased ability to de-center and see world from various perspectives | loves to argue |
--In an art classroom--
At this age students are experiencing some pretty powerful emotions. Having projects that allow students to express these emotions through symbolism would be beneficial. Having students experiment with more unconventional materials is helpful at this age as students enjoy new tasks and developing hypotheses. Since students at this age can tend to love to argue, having a lesson that argues for something would help channel this feeling into something that they can be proud of and feel as though they are always "winning" said argument. For example, a lesson idea could potentially be to have students create a product and through the visual elements and principles of design, students must argue that their product is the best product.
At this age students are experiencing some pretty powerful emotions. Having projects that allow students to express these emotions through symbolism would be beneficial. Having students experiment with more unconventional materials is helpful at this age as students enjoy new tasks and developing hypotheses. Since students at this age can tend to love to argue, having a lesson that argues for something would help channel this feeling into something that they can be proud of and feel as though they are always "winning" said argument. For example, a lesson idea could potentially be to have students create a product and through the visual elements and principles of design, students must argue that their product is the best product.
-The Twelve Year Old------------------------Physical----------------------
High energy | much rest needed | growth spurt | signs of puberty | menstruation for majority of girls | food importance | especially mid-morning in school | physical education and sports valued ------------------------Social----------------------- Adult personality begins to emerge | more reasonable | tolerant compared to at age 11 | enthusiastic | uninhibited | will initiate own activity | empathetic | self-aware | insightful | can set realistic goals in the short-term | appears secure | peers more important than teachers ----------------------Language---------------------- Sarcasm emerges | double meanings | word play | jokes of intellectual interest(s) | enjoys conservation with adults and peers | peer "vocabulary" | (slang) important ----------------------Cognitive---------------------- Increased ability to abstract in intellectual pursuits | may show emerging ability in a particular skill or content area | can and will see both sides to an argument | high interest in current events, politics, social justice, and pop culture | materialism | research and study skill advance with increase of organizational discipline |
--In an art classroom--
At this age students are more self-aware and show more of an interest in the world around them such as current events, politics, social justice, and pop culture. Having students research a current event or phenomena in pop culture and use this research to turn it into a visual project would give students the opportunity to produce a work of art with the influence of their visual culture. Students will have a greater awareness and connection with the world that they live in. Since students excel with short-term goals, having a project like this one last over a couple class periods would be beneficial.
At this age students are more self-aware and show more of an interest in the world around them such as current events, politics, social justice, and pop culture. Having students research a current event or phenomena in pop culture and use this research to turn it into a visual project would give students the opportunity to produce a work of art with the influence of their visual culture. Students will have a greater awareness and connection with the world that they live in. Since students excel with short-term goals, having a project like this one last over a couple class periods would be beneficial.
-The Thirteen Year Old------------------------Physical----------------------
High physical energy | skin problems emerging | hygiene a key issue | Girls: 95% of mature height in average girl and menstruation has begun for most | Boys: voice change for many, growth spurt about a year behind girls ------------------------Social----------------------- Neatness is key issue with personal appearance, not with personal environment | the minor is their best friend and worst enemy | often quieter than 12's or 14's | like to be at home | feelings easily hurt and can easily hurt other's feelings | sometimes projects fear as meanness | touchy flaring anger | close friendships more obviously important to girls | boys hang in groups or more formal gangs | girls more interested in older boys | strong sports interest in both genders | telephone, computer, video games and other electronic diversions a major time factor | music becoming a major preoccupation | peer pressure increasing regarding dress, language, music, in-out, being cool | worries about school work | humor highlighted by growth of sarcasm | horseplay | practical jokes still high in boys | collections of things (jewelry, make-up, tapes) ----------------------Language---------------------- One word answers to adult questions (minimal feedback) | street language/peer language important | extreme language and volume in face of parental involvement | rudeness ----------------------Cognitive---------------------- Withdrawn and sensitive nature | protective of developing self-concept and intellectual ideas that remain not fully formed | abstract reasoning and "formal operations" begin to be functional in some 13's | tentative approach to difficult intellectual tasks | not willing to take big learning risks | like to challenge intellectual as well as social authority |
--In an art classroom--
At this age, students become very absorbed in their personal selves and how they will fit in with the "in" crowd. It would be helpful for students to be given projects that focus on their identity. Embracing all parts of them (positive and negative attributes) are both important as they all make up the whole individual self. Using technology as the media to produce this kind of work would be great for this age of students because of their natural ability and desire to work with electronics.
At this age, students become very absorbed in their personal selves and how they will fit in with the "in" crowd. It would be helpful for students to be given projects that focus on their identity. Embracing all parts of them (positive and negative attributes) are both important as they all make up the whole individual self. Using technology as the media to produce this kind of work would be great for this age of students because of their natural ability and desire to work with electronics.
-The Fourteen Year Old------------------------------Physical----------------------------
High energy continues | generally healthy age-pushes through illness in desire to participate with peers | loud | alcohol and drugs a major influence on physical well being | Girls: full development nearly complete | Boys: growth spurt continues | Both: sexually active in increasing percentages | upper body strength begins to develop in boys | high need for physical exercise and snacking -------------------------------Social---------------------------- Like to do as much as possible-cramming as much into the day as they can | more of their own adult personality evident | often embarrassed to be seen with their parents | critical of parental dress, habits, friends, and ideas | loud | especially don't like or respond well to adult lectures | feel that they know what is going to be said once a few words have been spoken | "know it all" stage | can be a pain at home and a star at school -----------------------------Language--------------------------- Peer language patterns of paramount importance but learning to negotiate adult world as well | will engage more in group discussion | interested in the meaning of words | developing a broader vocabulary | loud -----------------------------Cognitive--------------------------- More abstract reasoning evident especially in regard to cause and effect | more willing to admit to error | revise their work or try something a second or a third time | very aware of problems in larger world and generally still invested in finding solutions and participating in learning more | interested in technology and how things work | learn well in cooperative groups | respond well to academic variety and challenge | easily "bored" |
--In an art classroom--
At this age it is important that students can express themselves individually but also have the opportunity to work with each other. Possibly an individual project initially that gets installed to a bigger group project would be a good way for students to experience both of these ways of making. Challenging students at this age is important as this is the age that students sometimes decide that they are not "good enough" at art so they tend to give it up. By showing students that there are so many ways to create and by providing them with the curriculum that gives them the opportunity to to think abstractly and that helps them navigate their newly autonomous world, students will learn about themselves and how they fit into the world as well as the value of art.
At this age it is important that students can express themselves individually but also have the opportunity to work with each other. Possibly an individual project initially that gets installed to a bigger group project would be a good way for students to experience both of these ways of making. Challenging students at this age is important as this is the age that students sometimes decide that they are not "good enough" at art so they tend to give it up. By showing students that there are so many ways to create and by providing them with the curriculum that gives them the opportunity to to think abstractly and that helps them navigate their newly autonomous world, students will learn about themselves and how they fit into the world as well as the value of art.
Wood, C. (2007). Yardsticks: Children in the classroom, (pp. 95-181).