The Drawings of the Disadvantaged: A Comparative StudyFootnote

* The research reported here was supported by the U.S. Office of Education, A Comparison of the Developmental Drawing Characteristics of Culturally Advantaged and Culturally Disadvantaged Children, Elliot W. Eisner, Principal Investigator, September 1967. Project No. 3086, Contract Number OE 6-10-027.

References

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• The most widely used description of these stages in the field of art education is found in Viktor Lowenfeld's Creative and Mental Growth, New York: Macmillan, 1947.
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• Rose Alschuler and LaBerta Hattwick. Painting and Personality, Vol. I and II. Chicago: The University of Chicago Press, 1947.
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• For a good example of the diagnostic use of drawings see: The Clinical Application of Projective Drawings. Emmanuel Hammer, Editor. Springfield: Charles C. Thomas, Publisher, 1958.
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• For an excellent analysis of the history and theory of children's drawings see: Dale Harris, Children's Drawings as Measures of Intellectual Maturity, New York: Harcourt, Brace and World, Inc., 1963. Much of the analysis in the paper is based upon Mr. Harris' important work.
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• Rudolph Arnheim. Art and Visual Perception. Berkeley: University of California Press, 1954.
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• For a summary of the work that Meier directed at the University of Iowa, the reader is referred to Psychological Monographs, Vol. 51, No. 5, 1929, “Studies in the Psychology of Art,” Volume III, Norman C. Meier, Editor.
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• ibid., Meier, p. 141.
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• In a study conducted by the author of the attitudes toward the visual arts held by fifteen hundred secondary and college students, forty-two percent of the population agreed that, “A person has a talent for painting or he does not; going to school isn't going to help much.” See: “Curriculum Ideas in Time of Crisis,” Art Education, Vol. 18, No. 7, October, 1965.
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• op. cit., Viktor Lowenfeld.
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• Viktor Lowenfeld and W. Lambert Brittain. Creative and Mental Growth, 4th ed. New York: The Macmillan Co., 1964, pp. 260–61.
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• op. cit., Arnheim.
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• I wish to express my debt to Jerome Bruner for the term “technology of mind” which I have employed in attempting to account for the changing character of child art. To my knowledge, these terms were first used in his lecture, “The Nature of Intellectual Growth,” given at the University of Chicago, November, 1962.
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• Arnheim has called this mode of drawing, “local solutions.”
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• Each subject was given a new box of six colored crayons and a sheet of drawing paper 12'xl8” in size. Each classroom teacher administered the materials and read the following in order to set the style for the creation of the drawings. All teachers had been briefed regarding the study and had an opportunity to discuss the methods by which the project was to be introduced to the subjects. Teachers were encouraged to use the following material flexibly enough to insure motivation.
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• “In a few minutes you will have a chance to make a crayon drawing and you will be given a brand new box of crayons to use. (The test administrator will show the crayons and paper to the subjects.) But before I give you these materials I want to tell you about what I would like you to draw.
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• “All of you play with friends in the school yard before school or after school or at recess. I would like you to think now about the kind of things you do in the school yard.
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• What kind of things do you do in the school yard? (The test administrator asks this question but does not wait for an answer.)
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• “I would like you to make a crayon drawing of you and your friends playing in the school yard. You will have twenty minutes to complete your drawing.” (The materials are then passed out and the subjects told to begin. If questions are asked by the subjects they are to be answered in such a way as to get them into the act of drawing with the crayons.)
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• For an interesting and imaginative approach to the study of children's treatment of space and drawing, see: Hilda P. Lewis, “Developmental Stages in Children's Representation of Spatial Relations in Drawings,” Studies in Art Education, Spring, 1962, Vol. 3, No. 2, pp. 69–76.
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• See: Elliot W. Eisner, “Curricula in the Arts for the Artistically Gifted,” Teachers College Record. April, 1966.
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• A. Reiss. Occupation and Social Status. New York: The Free Press of Glencoe, 1961.
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• John S. Clark. “Some Observations on Children's Drawing.” Educational Review. January, 1897, Vol. 13, pp. 76–82.
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