Children's drawings of model houses: A developmental study
Park, Eundeok
This item is only available for download by members of the University of Illinois community. Students, faculty, and staff at the U of I may log in with your NetID and password to view the item. If you are trying to access an Illinois-restricted dissertation or thesis, you can request a copy through your library's Inter-Library Loan office or purchase a copy directly from ProQuest.
Permalink
https://hdl.handle.net/2142/22929
Description
Title
Children's drawings of model houses: A developmental study
Author(s)
Park, Eundeok
Issue Date
1995
Doctoral Committee Chair(s)
Hardiman, George W.
Department of Study
Art Education
Discipline
Art Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ed.D.
Degree Level
Dissertation
Keyword(s)
Education, Art
Education, Elementary
Education, Secondary
Language
eng
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.
Use this login method if you
don't
have an
@illinois.edu
email address.
(Oops, I do have one)
IDEALS migrated to a new platform on June 23, 2022. If you created
your account prior to this date, you will have to reset your password
using the forgot-password link below.
