There is a drawing crisis in America.

Developmental Shift

Young children draw with abandon. They are less concerned with accuracy or realistic representation of their work. Then, around 9 to 13, children enter the"realism stage" in artistic development, where they become more concerned with drawing realistically. If their drawings don’t match expectations, frustration sets in, leading many to stop drawing altogether. While this shift is a typical part of development, without guidance and encouragement, many children abandon drawing, convinced that they are not "good" at it. This leads to a life-long belief: “I can’t draw.” 

Increased Self-Criticism

Along with a shifting belief in abilities, the inner critic develops. With heightened awareness of societal standards, children in the drawing crisis internalize the idea that only those who draw in highly realistic style are talented artists, reinforcing the belief that “I can’t draw.”

School & Societal Influences

Many US schools also abandon art programming in junior highs and middle schools, shifting more time to reading and math skill development. This reduction in art instruction reinforces societal beliefs that drawing is unimportant or valued.

Society's emphasis on standardized testing and STEM subjects shove art into the background, making it harder for children to believe creative practices like drawing are worth pursuing.

When art programming is available, conventional art teacher training often reinforces the belief that highly realistic drawings are “good.” At the same time, those with alternative means of representation are “less good,” unintentionally providing student feedback that reinforces the inner critic to exclaim more loudly, “I can’t draw.” 

Families, too, may place more value on science, math, and reading, encouraging their middle-school child to read, practice math skills, or participate in home-brewed science experiments, leaving the crayons and paper for what they’ve deemed more serious skill development. Or, if their 12-year-old approaches–proud of their recent drawing–the parent may also be more likely to provide critical feedback–aiming for their child’s work to match their expectations of a “good drawing,” and inadvertently giving power to their child’s inner-critic, decreasing artistic self-esteem.

Lastly, with the onset of adolescent arrives more intense peer relationships. Children often compare their drawings with their peers and may feel deflated if their work is not as detailed or realistic. This comparison further diminishes confidence and joy in creative processes.