Physical Development in Children and Spatial Perception via Art Activities:

A Study of Same Grade Classes from the Second through Ninth Grades

Abstract

This paper tracks the art activities of same-grade classes of second-, fourth-, sixth-, eighth- and ninth-grade students, focusing on the common location for the art practice (patio), and observing changes in art activity related to that space. In particular, it makes comparative observations on how children relate to places / spaces through art activities, and identifies the characteristics of their artwork in terms of developmental stage. As a result,in second-grade art play, students －started from the initial stage of achieving a balance with their surroundings, fourth-grade students created practical spaces around themselves collaboratively, and sixth-grade students modified these via more dynamic activities into aesthetic art spaces. In the communal practice at eighth- and ninth-grade level, students created new shared spaces to fit a purpose. In spatial perception, the presence of a process of transformation in the art ability of young children befitting their physical development was confirmed.