Drawing for children is a topic filled with diverse opinions, especially within educational circles. You might be surprised to learn that there isn’t a universal agreement on whether or not children should be formally taught how to draw.
Take a look at the two drawings above. Both were created by children of almost the same age, just a year or two apart. The striking difference between them? The type of drawing instruction each child received. This highlights a central debate in art education: should we teach children specific drawing techniques, or should we let their artistic development unfold naturally?
My own educational background is rooted in the progressive theories of Viktor Lowenfeld, author of Creative and Mental Growth. Lowenfeld championed the idea that children progress through distinct stages of artistic development. He strongly advocated for allowing children to explore these stages without direct adult intervention, focusing on what he termed “symbolic drawing,” much like the example on the left. Initially, I believed this approach to be the ideal.
However, my perspective shifted significantly after encountering other viewpoints on teaching drawing to kids. Reading books that explored different methodologies broadened my understanding and challenged my initial beliefs.
One influential book was Betty Edwards’ groundbreaking The New Drawing on the Right Side of the Brain. Edwards’ method focuses on training individuals to engage the right hemisphere of their brain for drawing, essentially quieting the analytical left brain. While incredibly effective for adults, Edwards herself suggests that children aren’t developmentally ready for formal drawing instruction until around the age of 10. This aligns somewhat with Lowenfeld’s stages, suggesting a period of free exploration before structured learning. Essentially, let kids draw freely until they are closer to ten, and then introduce formal drawing skills.
The second book that profoundly impacted my thinking was Drawing with Children by Mona Brookes, who developed The Monart Method. Brookes argues that children as young as 3 or 4 can learn realistic drawing skills through specific instruction. Her core belief is that just as children need guidance to learn reading, they also require instruction to learn to draw effectively. Brookes acknowledges the value of unstructured drawing, recognizing the importance of symbolic expression emphasized by Lowenfeld. The bird drawing on the right, in the initial image, is an example from a child in a class where I applied Mona Brookes’ techniques.
The images below showcase more examples of what children in that class were able to create after just a few lessons using the Monart method.
Mona Brookes’ Monart method is centered around teaching children to perceive the world through five basic elements of shape. Her book is particularly insightful in debunking long-held myths about drawing, some of which many of us might still believe. Let’s explore eight of these common misconceptions about drawing with children:
Debunking 8 Myths About Drawing for Children
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Myth: Drawing ability is purely genetic. While natural artistic talent certainly exists, many drawing skills are learnable and can be developed through practice and instruction. Like any skill, some children may have a natural predisposition, but everyone can improve with the right guidance.
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Myth: There’s a single right and wrong way to draw. Art is subjective and diverse. Consider the vastly different styles of masters like Picasso, Rembrandt, and Grandma Moses. Each artist developed a unique approach, proving there’s no one “correct” way to create art. Encourage children to explore different styles and techniques.
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Myth: Drawing is just for fun and doesn’t teach kids anything substantial. This misconception contributes to the underfunding of arts in schools. Art education is crucial because it cultivates critical thinking and problem-solving skills applicable across all subjects. Demonstrating the cognitive benefits of art is vital to advocating for its importance in education.
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Myth: Art education should be reserved for “talented” children who might pursue art careers. Art is beneficial for all children. It fosters creativity, fine motor skills, visual literacy, and emotional expression, regardless of career aspirations. Every child deserves the opportunity to experience and learn through art.
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Myth: Children should only learn drawing through trial and error. While experimentation is valuable, imagine trying to learn piano solely through trial and error. Providing children with foundational concepts, like understanding basic shapes and perspective, gives them a framework for growth. Teach them the fundamentals, and let their individual creativity flourish within that structure.
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Myth: Abstract artists aren’t “real” artists. Many highly acclaimed abstract artists, like Picasso and Matisse, were also masters of realism. Abstract art is simply another form of artistic expression, often built upon a strong foundation of representational skills. It’s about expressing ideas and emotions in non-literal ways.
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Myth: Real artists only draw from imagination. The romantic notion of artists spontaneously creating masterpieces from pure imagination is largely inaccurate. Professional artists often conduct thorough research, use reference photos, and even work with live models. Imagination is enhanced and informed by observation and preparation.
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Myth: Real artists always love their creations. The artistic process can be challenging and emotionally complex. Reading biographies of artists like Van Gogh reveals the struggles and self-doubt many face. Artists view their work as a journey of progress, not always as instant perfection. Embrace the process of learning and growth, even when it’s challenging.
Despite my initial strong belief in child-centered, developmental art education, the evidence and results I’ve witnessed have convinced me of the significant advantages of incorporating structured drawing instruction for children. However, I firmly believe there’s value in both approaches. Children benefit from opportunities for both guided learning and free, symbolic expression. My experience teaching young elementary students using methods inspired by Mona Brookes reinforced my belief in the power of combining these approaches.
If you’re interested in trying out a structured approach, explore these step-by-step drawing for children. This link provides an introduction to the initial lessons I used with children, based on the Monart method. For fostering creativity and abstract thinking, you can also explore these drawing ideas for kids, which focus on abstract projects.
P.S. Since writing this post a few years ago, I’ve continued to explore and share new approaches to drawing for children. You can check out my more recent posts, including a new art class where children are learning to draw in innovative ways. They start by finding simple lines and shapes in pictures and progress to observational drawings. For a comprehensive collection of resources, browse the entire section on drawing activities.
As you guide children on their artistic journey, you might even find yourself inspired to [learn to draw](Learn To Draw For Kids) alongside them. It’s remarkable how many adults harbor a hidden desire to draw, and perhaps now is the perfect time to unlock your own artistic potential together.
