Research Translation

Sculpture: Representational Development in a Three-Dimensional Medium

Research problem:
In this article, Golomb talks about the small amounts of research that are devoted to studying how children’s’ development plays a role in how they are able to make a three-dimensional object. She looks at the various ways in which research has been done to track the development

Literature Review: This article uses cited sources mostly from the 1900’s, but a few more current ones. Based on the topic of choice, the information provided was informative even if out of date.

Research Questions or Hypotheses: These questions were developed throughout the reading of the article. Can you see the development of representations in three-dimensional work, like you can in two-dimensional work? “Whether it follows the dimensional pattern established for drawing, from one- to two- to three-dimensional use of lines most commonly assumed, or whether dimensionality plays a different role in this medium.” (Golomb 334) The author discusses the hypothesis that, “the concept of representation implies an understanding that a mental action such as a thought can lead to the intention to create specific shapes that bear some likeness to the object and thus can stand for it. Above all, representation involves a mental activity that goes beyond the perception of objects and events and transforms them with the means available in the chosen medium.” (Golomb 331)

Data Sources/Sampling: The author discusses the use of sculpture from prehistoric times to the present. She uses studies and finding from research around the country with children of all ages and backgrounds.

Measurement Tools: “To the extent that drawing development has served as a model for the analysis of representation in a three-dimensional medium.” (Golomb 332) An example of one study of representational concepts, studies students 2 to 7 years old. Students were asked to make a doll, a mommy and a daddy out of clay, they were also asked to draw the same things. The results showed that students were able to show expression even using the clay.

Methodology/Procedures: Golomb acknowledges the consideration that students who only create a three-dimensional person using a flattened version from the front, do this because they lack the knowledge and understanding of the person from all the vantage points.

Results: Most of the findings showed that as the students got older and cognitive understandings of a three-dimensional shape broadened they were able to make more representational items from the clay. “Our findings indicate that when children become representational in this medium, approximately during their fourth or fifth year, they exhibit some basic three-dimensional understanding as indicated by their attention to multiple sides, to the volume of a figure and its upright stance.” (Golomb 352).

Discussion: This article gave a great overview of the students’ developmental progression for how they use three-dimensional medium. It makes sense that our abilities progress with clay in the same manner as drawing, using a one- to two- to three-dimensional development of thought.

Resource:
“Sculpture: Representational Development in a Three-Dimensional Medium” By Claire Golomb. P 329 Eisner, E.W. & Day, M. D. (2004) Handbook of Research and Policy in Art Education, NAEA.