Art is another aspect of literacy that is what I view. It should be part of the typical "3 Rs": reading, writing, and mathematics.
At around 12-15 months, a little budding artist may take off. As soon as a toddler can hold a chunky crayon comfortably, she/he is ready to scribble and color with it.
When toddler has mastered the pincer grasp, they may scribble large random arcs and straight scratchy lines.
Juli produced some marks on a paper from time to time in my studio before she was one year old. As she turned one, she gradually scribbled, mostly random straight lines.
ASL-speaking bilingal Juli (age 0;9,3) makes marks in drawing with a pastel stick.
Later, Juli (age 1;8,2) began to draw a tadpole-like image.
Juli (age 2;1,2) had her first fingerpainting.
Age 2;1,1: drew dots.
Age 2;2: - Juli drew her first picture: smiley.
Age 2;6: Drawing a cross emerged. And, Juli drew a smiley with hair sticks (similar to sun rays).
At age 2;6, drawing a cross emerged. Juli drew a smiley with hair sticks (similar to sun rays).
The bilingual kid "Juli" first made drawing marks when she was baby. She has acquired a drawing skill in a natural way. All I did is nothing but to provide her materials and watch the natural development.
But, one day a thought came to my head, wondering how my bilingual kid might draw a table with a three-dimensional perspective. Out of curiosity, I asked her to draw a table.
Here it is. A round brown table with five legs. Our small dining table is round. Then I asked her if she wanted me to show her how to make a 3-D table. Yes, she nodded. I showed her a rectangular table.
After my demonstration, she did a couple of drawings of a table with more 3-D perspective.
Interesting. After she had learned the art of three-dimensional perspective drawing, I asked her to draw a chair. She indeed applied that knowledge to drawing a chair.
This documentation project follows a baby's language acquisition, literacy development, and phonological acquisition in sign language, specifically ASL, week by week from gazing at birth to manual babbling, to first words just before the first birthday in a natural native-ASL environment and visual culture.
The second-year documentation continues to follow the same one-year-old child's language and phonological acquisition and literacy development in ASL on a weekly basis from the one-word stage to two-word and multiple utterances.
The third year documentation continues to follow the same child's ASL language and literacy development on a regular basis from age two to three. It surveys ASL phonological acquisition and more complex utterances.
The fourth year documentation continues to follow the same child's ASL language and literacy development on a regular basis from age three to four. It surveys ASL phonological acquisition and more complex utterances.
This five-year documentation and project follows the bilingual child's natural language acquisition in sign language from newborn to age five.