This study identified selected characteristics of sexual identity and artistic development using 481 pictures from a collection of 1,008 pictures drawn by first through fourth grade males and females. The pictures were collected by the E. C. Brown Trust Foundation to study children’s concepts of reproduction. Three general hypotheses were developed: 1. Sex differences are observable in children's art; II. There are observable differences in artistic development as grade level changes; III. Observations by social workers of content in children's art are reliable. From a search of the literature, certain variables were identified, including content, use of color, and aspects of form, space, and execution. Hypotheses stating that these vary in relation to grade level and sex were developed to be tested. Data were collected by means of a pretested schedule. A sample of sixty pictures was viewed by each of five observers, independently and blind. Data were transcribed and evaluated using tests of reliability and association. The findings indicated that differences related to sex and grade level of the artist can be observed with statistical reliability by social workers. Three factors affected the interpretation of the findings: a number of uncontrolled variables; the absence of norms of children’s art verified by research against which to measure findings; and the relatively low reliability of judgment. Implications for social work are mainly cautionary. Art is such a complex and subjective matter that until parameters have been established by research, its use as a tool for evaluating human behavior cannot be recommended.

Thesis (M.A.)--University of Wisconsin--Madison, 1981. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 96-97).

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There is no abstract available for this thesis.

The study was conducted to determine if learnings of spatial perception can be increased by the utilization of motion information experiences as measured by perceptual tests of voluminality and visualization. Perceptual change was specifically examined regarding the use of depth in paper sculpture production and the use of spatial relations in figure-completion tasks.The study's research design consisted of 77 white, lower-middle-class, fourth-grade subjects used as intact classroom groups of two pretest-posttest treatment groups, one pretest-posttest control group and one posttest-only control group.Two experimental treatments incorporating different instructional methods were implemented to promote perceptual change in subjects. One treatment provided for motion information experiences by depicting continuously changing views of several sculptures in a motion picture film. The motion information treatment also contained a monocular depth cue explanation which was applied to the film and assisted by manipulating the film projector's action. The treatment was contrasted with another which utilized stationary information presented in photographicslides indicating three views of each filmed sculpture. Since this stationary information treatment used the same procedures regarding depth cue instruction and discussion, it served to isolate the motion variable found in the other treatment. The pretest-posttest control group received no treatment but the posttest-only control group experienced the same visual and verbal communication contained in the motion information treatment.The instruments that measured pretest and posttest achievement were a Voluminal Form Test (VFT) devised by the investigator and the Spatial Relations Test (SRT) from the Primary Mental Abilities series. The former test was used by trained judges to determine the degree of voluminality displayed in sculptures produced by the research subjects. Subject's visualization ability was measured by the standardized SRT.The nonrandomized subject's scores were processed by an analysis of covariance procedure that adjusted the respective posttest group means of the pretested groups. The adjusted means were then utilized in t tests. An analysis of variance procedure was also conducted between the unadjusted posttest means of the motion information treatment group and the posttest-only control group.Results of the t tests that used VFT and SRT scores indicated nonsignificant differences existed between the three pretested groups. The differences between the motion information treatment and the unpretested control groups were also not significant, judging by ANOVA's results. These results were found regarding both voluminality and visualization data.Based on the conditions, methods and findings in the study, four conclusions were inferred concerning hypothesized change in subject's spatial perception as demonstrated in either sculpture production or visualization test performance.1. Visual motion information experiences analyzed through monocular depth cue utilization training did not affect greater spatial perception than did identical training using stationary information experiences.2. Improved spatial perception was not more affected by visual motion information experiences analyzed through monocular depth cue utilization training than by a nonvisual information-and-training experience.3. Training consisting of visually stationary information experiences analyzed through monocular depth cue utilization did not affect increased spatial perception as compared to such effects associated with a nonvisual information-and-training experience.4. When analyzed through monocular depth cue utilization training, pretested visual motion information experiences did not affect greater spatial perception than did nonpretested, but otherwise identical, motion information experiences.Due to possible validity threats from an irregularity in the procedures and the use of nonrandomized subjects, the last conclusion regarding pretest sensitization was most cautiously offered.

Thesis (Ed.D.)--Teachers College, Columbia University. / Typescript. Sponsor: Edwin Ziegfeld. Dissertation Committee: Ruth M. Strang, Mildred L. Fairchild, . Type C project. Includes bibliographical references (leaves 216-221).

This study of behaviour as displayed in art activities was carried out in the Child Art Research and Demonstration Centre, the University of British Columbia, Vancouver, British Columbia, from October, 1961 to March, 1962. The behaviour of ten individuals ranging in age from six to fifteen was observed and recorded in the form of time samples, anecdotal records and rating scales. This study consists of: 1. A survey of documents written by authorities in the field of art education. 2. A general analysis of the techniques used in the collection and treatment of the data. 3. Reports of individual cases indicating qualitative and quantitative results of the study. The need to substitute facts for opinions has prompted the study. In general, this study has disclosed that no significant relationships exist between certain personality characteristics and behaviour characteristics as displayed in art activities. Although the number of subjects has been limited, yet the accurate and detailed conclusions are able to supply topics for further investigation. / Education, Faculty of / Graduate

The overall objectives of this study had a dual focus. One was to determine the attitudes of children toward police from projective drawings. The second utilized the experience of performing the first objective to assess the possible adaptation and use of projective techniques in social work. One hundred and twenty-nine children from three different Portland public schools were given the topic “I met a policeman in my neighborhood” and asked to draw a picture. Second graders in an upper white socioeconomic school, a lower white socioeconomic school, and a school in a lower socioeconomic Negro area were compared. It was expected that the Negro children’s drawings of policemen would indicate more negative feelings than the drawings from either a similar socioeconomic group of white children or a higher socioeconomic group of white children. The lower socioeconomic white children’s drawings of policemen were expected to show more negative feelings than the drawings of the upper socioeconomic white group. To test the overall study hypotheses eight hypotheses were developed. These hypotheses were tested through eight judgment categories: distance between self and policeman, ratio of height of self to height of policeman, omitted body parts of policeman, large hands of policeman, number of weapons, and obvious aggression by policeman. Each picture was judged independently and blind by two judges. A third judge was used in cases of disagreement. Judgment agreement was above 95% for all eight categories. Resulting judgments for the three groups were compared on all eight items through chi square and median tests. A composite score for each picture consisting of the total number of the eight categories judged to be negative was then used to test the overall hypothesis. Comparison of the three groups on the individual categories yielded mixed results. The upper white group was significantly less negative than both other groups on the omissions item, and less negative than the lower socioeconomic Negro group on the height and smile items. Differences between the lower white and lower Negro socioeconomic groups and between the upper and lower white groups were inconclusive. The lower white group was more negative than the other groups on the omissions and less negative on the weapons items. These differences were not in the predicted direction. Testing of the overall hypothesis showed the upper white socioeconomic group less negative in their attitudes toward policemen than either the lower white or the lower Negro socioeconomic groups. There was no significant difference between the lower white and lower Negro socioeconomic groups. The study would suggest, then, that the upper socioeconomic white children have less negative attitudes toward policemen than either of the other two groups. This difference seems to be more socioeconomic than racial, since the Negro children’s drawings should have showed more negative attitudes than the white children of the same socioeconomic status if determinants were primarily racial. It was possible in this study for social workers to have high judgment agreement, but only by utilizing simplified and very concrete judgment criteria. Much skill and training are required for social workers to utilize the projectives. In addition, validity is difficult to determine, and interpretation of data using projective techniques can be uncertain and ambiguous. Given these limitations, the utilization of projective methods by social workers should be undertaken with caution.

Thesis (Ed.D.)--Teachers College, Columbia Uniersity. / Typescript. Sponsor: Edwin Ziegfeld, . Dissertation Committee: Jack Arends, Leland B. Jacobs, . Includes tables. Type C project. Includes bibliographical references (leaves 68-69).

This study was designed to investigate the ability of young children to use a particular computer graphics program Colorpaint and its effects on their artwork. It was conducted in two parts : the pilot study in which five children participated and the main study which involved two children. Four predictions were made. Prediction one stated that of the total number of children's interactions with the program, more would be in the category of independent use than in the category of teacher-assisted use. The second prediction was that children would use goal-oriented behavior in aesthetic decision-making and problem-solving when using the program. Prediction three stated artwork, done with computer media would be rated higher in each of the categories of "Variety within Shapes", "Variety between Shapes", "Complexity", and "Texture" than would images made with other media. The fourth prediction was that computer-generated artwork, would be rated lower in the category of "Image Autonomy" than the artwork done in other media. For both parts of the study, anecdotal data in the form of field notes, transcribed conversations, and videotapes were kept and analysed to provide insight into the children's behavior when using the computer. During the main study the children's interactions with the computer program were recorded on a checklist indicating whether they were able to use the program independently or if they needed help. Artwork made by the subjects in the main study using the computer and other media were saved for analysis and were rated by three independent judges. The judges used five criteria derived from the literature on children's art to rate each image on a five point Likert scale. Results indicated that prediction one, which stated that more interactions with the computer would be in the category of independent use, was supported as there were more independent interactions than teacher-assisted interactions with the computer for each subject. Prediction two, which indicated that children would use goal-oriented behavior in aesthetic decision-making and problem-solving when using the computer, was supported by the descriptive data collected. Prediction three, that the computer images would be rated higher in each of the categories of Variety within Shapes, Variety between Shapes, Complexity, and Texture, was supported in the two categories Variety between Shapes and Variety within Shapes. The fourth outcome predicted was that the computer artwork would be rated lower in the category Image Autonomy than artwork done in other media. This outcome was supported by the results of the analysis of the artwork. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate