Document Type

Thesis

Degree Name

Master of Arts (MA)

Department

Psychology

Faculty/School

Faculty of Science

First Advisor

Robert Gebotys

Advisor Role

Thesis Supervisor

Abstract

Research in drawing development has indicated that individuals’ drawing behavior changes with age. Preschoolers, six, nine, twelve year-olds, and adults participated in the present study since these ages corresponded to the most prominent stages noted in the literature. Part one of this study examined drawing behavior in three drawing conditions: a model-absent condition (C1) in which drawing took place following a brief verbal description, a model briefly-present condition (C2) in which the model on which the verbal description was based was examined and drawn when removed from sight, and a model continuously present-condition (C3) in which drawings were made while the model remained present. All participants created such drawings with two familiar drawing topics: a flower and a dog. Further empirical support for the literature was derived from results which indicated that the two youngest age groups drew the most elaborate, colourful and unrealistic drawings, and that technical skill and realism first became apparent in nine year-olds’ work. Further evidence of gender differences was also revealed. Evidence for the suggestion that drawing from a model may enhance drawing performance (Gardner, 1980) was also obtained. In part two, subjective judgements of drawings revealed further evidence that a model may enhance drawing ability since drawings made in a model continuously-present vs. a model-absent condition were correctly discriminated by all age groups, four year-olds through adults, at a consistent level.

Convocation Year

1989

Convocation Season

Fall

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