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The Effects of Task Explicitness to Communicate on the Expressiveness of Children's Drawings of Different Topics

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Title: The Effects of Task Explicitness to Communicate on the Expressiveness of Children's Drawings of Different Topics
Language: English
Authors: Burkitt, Esther
Source: Educational Psychology. 2017 37(2):219-236.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 18
Publication Date: 2017
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Descriptors: Children, Freehand Drawing, Nonverbal Communication, Psychological Patterns, Art Expression, Cues, Foreign Countries, Statistical Analysis
Geographic Terms: United Kingdom
DOI: 10.1080/01443410.2016.1150422
ISSN: 0144-3410
Abstract: Effects of asking children to communicate through their drawings have been investigated using animate rather than inanimate drawing topics. The present study investigated the impact of a communication context on children's drawings of topics with contrasting animism. Three hundred and twenty-two children, 156 boys and 166 girls aged 6-11 years were allocated to two conditions. The communication condition (n = 161) involved instructions to communicate emotion and the reference condition (n = 161) gave no instruction to communicate. Children drew either houses or human figures (House, N = 160, Human figures, N = 162), producing freehand drawings of the topic; a baseline version followed by a happy and a sad version in counterbalanced order. Expressive content in the communication condition was greater than in the reference condition and impacted differentially on the strategies used between the houses and human figures drawings. The findings are considered with respect to the cue dependency model and framework theory of art.
Abstractor: As Provided
Number of References: 58
Entry Date: 2017
Accession Number: EJ1127838
Database: ERIC
FullText Text:
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  Data: <searchLink fieldCode="SO" term="%22Educational+Psychology%22"><i>Educational Psychology</i></searchLink>. 2017 37(2):219-236.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 10.1080/01443410.2016.1150422
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  Data: 0144-3410
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  Data: Effects of asking children to communicate through their drawings have been investigated using animate rather than inanimate drawing topics. The present study investigated the impact of a communication context on children's drawings of topics with contrasting animism. Three hundred and twenty-two children, 156 boys and 166 girls aged 6-11 years were allocated to two conditions. The communication condition (n = 161) involved instructions to communicate emotion and the reference condition (n = 161) gave no instruction to communicate. Children drew either houses or human figures (House, N = 160, Human figures, N = 162), producing freehand drawings of the topic; a baseline version followed by a happy and a sad version in counterbalanced order. Expressive content in the communication condition was greater than in the reference condition and impacted differentially on the strategies used between the houses and human figures drawings. The findings are considered with respect to the cue dependency model and framework theory of art.
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