ABSTRACT
This chapter focuses on how drawing inscribed the rules to observe the well-developed child through the government of the eyes of those who analyzed the child's scribbles and organized the child’s evolution. It also focuses on how the notion of development was fabricated. That fabrication filtered divisions between the normal in mental and physical progression of the life of childhood. Childhood was treated as the nodal point of a healthy or a dysfunctional adulthood and so it became an object of monitoring. The notion of a normal childhood was based on statistical technologies seeking large-scale regularities from which the child’s growth and development acquired objectivity in terms of administration and intervention. Art education is often portrayed as a means to focus on the non-cognitive and creative development of the child. The chapter explores the alchemic practices embodied in the construction of art education.
