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Drawings of Emotionally Characterised Figures by Children from Different Educational Backgrounds

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Title: Drawings of Emotionally Characterised Figures by Children from Different Educational Backgrounds
Language: English
Authors: Burkitt, Esther, Barrett, Martyn, Davis, Alyson
Source: International Journal of Art and Design Education. Feb 2005 24(1):71-83.
Availability: Journal Customer Services, Blackwell Publishing, 350 Main Street, Malden, MA 02148. Tel: 800-835-6770 (Toll Free); Fax: 781-388-8232; e-mail: subscrip@bos.blackwellpublishing.com.
Peer Reviewed: Y
Page Count: 13
Publication Date: 2005
Document Type: Journal Articles
Reports - Evaluative
Education Level: Early Childhood Education
Elementary Education
Descriptors: Color, Personality, Females, Educational Background, Age, Males, Freehand Drawing, Emotional Response, Teaching Methods, Comparative Analysis
DOI: 10.1111/j.1476-8070.2005.00424.x
ISSN: 1476-8062
Abstract: Previous research has shown that children systematically alter the size and colour of their drawings in response to the emotional character of the figures which they draw. However, these findings have been demonstrated only with children receiving mainstream Western education. This experiment was designed to investigate whether children receiving a different kind of education also use scaling and colour differentially for depicting figures of contrasting emotional significance. 76 children, 44 children from mainstream schools (21 boys, 23 girls) and 32 children from Steiner schools (15 boys, 17 girls) were divided into two age groups, with 38 children in the younger age group (mean age 4 years 7 months) and 38 in the older age group (mean age 6 years 8 months). All children completed three drawings of differentially characterized human figures: a neutral, a happy, and a sad figure. Children from the mainstream schools drew larger figures overall, but educational background did not interact with the specific emotional character of the figures in producing these scaling changes. However, there were differences between the two educational groups in relation to the colours used for the negatively characterised figures. The findings are discussed in terms of the need to further understand the role of the educational system in mediating children's depictions of emotional character in their drawings.
Abstractor: Author
Number of References: 41
Entry Date: 2005
Accession Number: EJ686048
Database: ERIC
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  Data: Drawings of Emotionally Characterised Figures by Children from Different Educational Backgrounds
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  Data: <searchLink fieldCode="AR" term="%22Burkitt%2C+Esther%22">Burkitt, Esther</searchLink><br /><searchLink fieldCode="AR" term="%22Barrett%2C+Martyn%22">Barrett, Martyn</searchLink><br /><searchLink fieldCode="AR" term="%22Davis%2C+Alyson%22">Davis, Alyson</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Art+and+Design+Education%22"><i>International Journal of Art and Design Education</i></searchLink>. Feb 2005 24(1):71-83.
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  Data: Journal Customer Services, Blackwell Publishing, 350 Main Street, Malden, MA 02148. Tel: 800-835-6770 (Toll Free); Fax: 781-388-8232; e-mail: subscrip@bos.blackwellpublishing.com.
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  Data: 13
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  Data: 10.1111/j.1476-8070.2005.00424.x
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  Data: 1476-8062
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  Data: Previous research has shown that children systematically alter the size and colour of their drawings in response to the emotional character of the figures which they draw. However, these findings have been demonstrated only with children receiving mainstream Western education. This experiment was designed to investigate whether children receiving a different kind of education also use scaling and colour differentially for depicting figures of contrasting emotional significance. 76 children, 44 children from mainstream schools (21 boys, 23 girls) and 32 children from Steiner schools (15 boys, 17 girls) were divided into two age groups, with 38 children in the younger age group (mean age 4 years 7 months) and 38 in the older age group (mean age 6 years 8 months). All children completed three drawings of differentially characterized human figures: a neutral, a happy, and a sad figure. Children from the mainstream schools drew larger figures overall, but educational background did not interact with the specific emotional character of the figures in producing these scaling changes. However, there were differences between the two educational groups in relation to the colours used for the negatively characterised figures. The findings are discussed in terms of the need to further understand the role of the educational system in mediating children's depictions of emotional character in their drawings.
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      – SubjectFull: Color
        Type: general
      – SubjectFull: Personality
        Type: general
      – SubjectFull: Females
        Type: general
      – SubjectFull: Educational Background
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      – SubjectFull: Age
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      – SubjectFull: Males
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      – SubjectFull: Freehand Drawing
        Type: general
      – SubjectFull: Emotional Response
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Comparative Analysis
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