Abstract
This article examines the process of graphic representational development in paint in the context of the theoretical assumptions of traditional developmental stage theory. Consistent with current theory and research in art education and cognitive psychology, a model of painting development is proposed that is multidimensional rather than unitary, and “bottom up” rather than “top down.” Specifically, changes in children's paintings are accounted for in terms of parallel movement along three functionally independent dimensions: representational intention, mastery of visual/graphic concepts, and the expressive use of the mediating properties of paint.
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