Lowenfeld Lesson Model (Art)

Purpose: In the Lowenfeld tradition, objectives are based on the needs of the child at a certain developmental level, and serve to promote physical, psychological, intellectual, emotional, social, perceptual, aesthetic, and creative growth.

Phases:

1. Distribution of Materials: This is done first so that when the Motivation phase is complete, students can get directly to work and not be distracted by the distribution.
2. Motivation: Lowenfeld insisted “on using what, where and when, and how factors when planning the motivation.” Saunders adds “who and why” to the story. Questioning and/or kinesthetic activity should be multisensory to support the richness and vividness of the topic. The teacher should write a script of questions and descriptions.
3. Transition: This is a critical step. The excitement generated by the Motivation must be directed to the studio art work.
4. Studio/Hands-On: Teacher usually circulates while reinforcing the objective and assists in extending the frame of reference, “that is starting at the level of the individual and extending the child’s thinking, feeling, and perceiving on his [her] level and the stage of his [her] development.”
5. Evaluation/Reflection: Teacher conducts a whole-group reflection and/or organizes pairs or groups of students to reflect upon the work. Teacher devises and students complete self-evaluation form, or teacher conducts other self-evaluation. Teacher writes a script of questions regarding the lesson’s objective.

Sources:

Lowenfeld, V. (1957). Creative and mental growth

Saunders, R. J. (1982). The Lowenfeld Motivation. Art Education, 35(6), 28-31.