Download Autism, Art, and Children: The Stories We Draw by Julia Kellman PDF

By Julia Kellman

Instead of imminent the artwork of precocious younger artists with autism as enigmatic and symptomatic, their paintings is explored as having its starting place in human body structure and within the intrinsic human want for that means. The narrative pictures in those younger artists' extraordinary artwork function either proof and concentration, permitting us to determine the commonalities of all artwork and image-making. No artwork has been thought of extra enigmatic than that of teenagers with autism, for his or her usually super early drawings intrigue audience with their bright, visually-based, point of view emphasis.Such paintings, usually spontaneously produced by means of artists usually thought of retarded, is tough to appreciate in the ordinary constructs of drawing pedagogy that emphasizes the need of perform and adventure for mastery. besides the fact that, it's a necessary technique of expressing one's inside self and of sharing with others a story of one's personal production. eventually, this expression varieties enduring hyperlinks with other folks within the universal human language of strains and types.

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Extra info for Autism, Art, and Children: The Stories We Draw

Sample text

Peter’s scallops, swirls, and circles surely describe his being-in-the-world-at-that-moment just as clearly as Giacometti’s figures indicate the sculptor’s angst and despair, or the red zigzags describe a moment in the life of the young man in the red shorts that summer afternoon. 4 Jamie: Architect and Systems Planner When Marilyn Zurmuehlen first introduced our graduate seminar to Nadia, the young girl with autism whose precocious drawings so amazed and perplexed Lorna Selfe (1977), we, too, were astonished both by the virtuosity of the drawings and by the young child who produced them.

The principal, dressed in a shirt and slacks, eyes and glasses flying into the air with surprise and horror, confronts a teacher whose face and blouse drip a lumpy substance (mashed potatoes, I was to learn later). The teacher stands in misery, arms hanging at her sides, her outfit ruined. The details, foreshortening, perspective, and three-dimensional space are remarkable for a child of his age. Even the figures, though less sophisticated than the rendering of architectural space and objects, are what one might expect from a child of ten or eleven.

These images seemed to suggest many things—that art development was not only a bio-cultural process, that perceptually based drawings were produced not only in Western-style art classes, that drawing was perhaps linked to other physiological functions, and that the mystery that lies at the heart of human cognition and art making was deeper than any of us had previously imagined. Years later, Jamie, an elementary-age boy with Asperger syndrome, a type of autism (Baron-Cohen, 1995; Frith, 1994, 1995; Happé, 1995), appeared in the class project of one of my education students.

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