A comparison of particular aspects of artistic expression in normal and emotionally impaired elementary-age boys.

Formal elements of artistic expression have been proposed as an important means by which a person comes to know the world. This study compared the use of color, directionality, superposition and crowdedness in the art of 8 to 12 year old normal and emotionally impaired elementary age boys under two conditions: spontaneous vs. planned designs. Subjects used color construction paper strips to complete their designs. Color was assessed by determining the ratio of warm to cold colors. Subjects' use of directionality was determined by the percentage of vertical, diagonal and horizontal strips. Superposition was evaluated by the percentage of overlapped strips. The total percentage of space used determined crowdedness. Four judges also visually assessed the art using the criteria of crowdedness, color, degree of brightness contrast among colors, balance, symmetry, mood, simplicity/complexity, and success at representing crowdedness in planned art. The results of the quantitative measures do not confirm the hypotheses of the study. The expected significant differences between groups of normal and emotionally impaired boys were not found. However, a number of significant differences emerged between the uses of spontaneous and planned art, and between Black and White subjects. Normal subjects used more verticals in their planned than in their spontaneous art. The use of verticals and horizontals differed significantly between ethnic groups. A higher percentage of verticals was used by normal Black subjects than by White subjects. Black special education and White normal subjects displayed a higher percentage of horizontals in their art than White special education and Black normal subjects. Correlations among judges' ratings indicated a low to moderate level of agreement. When scores were averaged across judges, no significant differences were found in the experimental groups. The results of the study suggest that, at least as far as the criteria in the present study are concerned, artistic expression should not be considered a sufficient indicator for the diagnosis of emotional impairment.PhDSpecial educationArt Educational psychologyUniversity of Michiganhttp://deepblue.lib.umich.edu/bitstream/2027.42/162413/1/9013860.pd