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|Title:||Children's drawings of model houses: A developmental study|
|Doctoral Committee Chair(s):||Hardiman, George W.|
|Department / Program:||Art Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Abstract:||The purpose of this study was to investigate: (1) the difference between drawings from two and three-dimensional models in terms of projectivity, detail, and proportion; (2) the relative influences of color and line on children's drawings; (3) the difference between multicolored material and monochrome material when children draw a multicolored model; (4) the gender influence on the drawing task; and (5) correct color use in the multicolored stimuli/colored pencils group.
A four-factor ANOVA was used. The independent variables were drawing condition, three-dimensional model houses or two-dimensional drawings of the stimuli, grade, and gender. Drawing condition 1 provided multicolored model houses and colored pencils. Drawing condition 2 provided multicolored model houses and a pencil, and drawing condition 3 used a black-lined white model house and a pencil. The dependent variables were projectivity, detail, proportion, and correct color use in the multicolored stimuli/colored pencils group. The population sample included 120 first-, 96 fourth-, and 96 seventh-grade students with an equal distribution of males and females.
The main effect for grade was significant for projectivity of the house, projectivity of the chimney, detail, proportion, and correct color use. When the two-dimensional stimuli rather than the three-dimensional stimuli were used, children produced more advanced perspective and more detailed drawings. Drawing conditions affected projectivity of the chimney, detail, and proportion. Gender was not significant for all dependent variables. In projectivity of the chimney, there was a significant two-way interaction between grade and dimension, and as well as three-way interaction between grade, dimension, and gender. In detail, there were significant two-way interactions between grade and dimension, between grade and condition, and between dimension and condition.
The children in early elementary grades represented correct detail of familiar objects in drawings, then they paid attention to correct proportional relationships within or among shapes and organizing spatial depth gradually, from the simplest structure to increasingly complex patterns.
|Rights Information:||Copyright 1995 Park, Eundeok|
|Date Available in IDEALS:||2011-05-07|
|Identifier in Online Catalog:||AAI9522158|