Responding to the Demise of Adolescent Artmaking: Charting the Course of Adolescent Development in an Exceptional Art Classroom

Abstract

Adolescent artistic developmental potential is often underestimated, ignored, or dismissed as irrelevant. This article argues that the deliberate cultivation of artistry is neglected and the task of developing mastery in any visual language is rarely attempted. By adolescence, most children give up the visual arts as a means of understanding or expression. Although drawing is accepted as a fundamental skill in most secondary art programs, there are different opinions on how to teach drawing, and to whom drawing should be taught. Endpoints of development and the role of cultural influences are two areas that invite different points of view. This study explores questions about adolescent artistic development by examining the experiences of six art students in a classroom designed to cultivate mastery of traditional drawing skills. The narrative of their developing artistry suggests that artistic growth involves a complex weaving of cultural influences, personal choices, and carefully mediated instruction.