Publication at Faculty of Education |
2010
Abstract
Drawings from 32 children in their first to fourth grades were analyzed by traditional quantitative criteria of the Draw-a-Man Test; the findings successively interpreted in the tradition of J. Piaget's theory of development from intellectual to visual realism.
Conclusions were triangulated by qualitative analysis from the artistic point of view; and brought in the discussion of the traditional conception of artistic development - criticized for predicating the model of early graphic representational development on theory of drawings as an expression of underlying general cognitive organization (discussion inspired by the work of N. Goodman).