What Can Be Learned From Children s Drawings in Namibia: A Comparison of Children s Artistic Development Across Regions

1. What Can Be Learned From Children�s Drawings in Namibia?: A Comparison of Children�s Artistic Development Across Regions Centennial Scholars Lecture Series Dr. Sue Pierson Ellingson Marisa Asmus �99 Anna Pletscher �00

2. Acknowledgements Co-Inquirers Dr. Jim Postema Dr. Mark Covey and Dr. Mark Krejci Dr. Michael Wohlfeil Dr. Dave Moewes and Ron Balko Betty Raum Rev. Clay Ellingson Fulbright Scholars Program Peace Corps/Namibia Amy Sorenson �95 Cooperating Schools

3. What I Learned as a Centennial Scholar True nature of co-inquirers Stimulation and challenges of ongoing learning Renewed love for Namibia and its children Appreciation for interest and support of colleagues and students Pleasue of working with 2 exceptional students, highly motivated, organized Reminded me of gradual school seminars, we began with review of lit, stimulating to hare interpretations of similar texts and to learn from what others read indifvidually Being an educator at any level means constantly learning new skills and information, enering unknown territory, MAC to PC, SPSS Betty Raum, Dean danilson, Jim Postema, Mike Wholfeil, Mark Covery Mark Kreji, Dave Moewe, Library staff Students interraters: Laua a Bell Nelson and Svend Berg, Erin Carrington -IBM, Mike Wholff SPSS, Pleasue of working with 2 exceptional students, highly motivated, organized Reminded me of gradual school seminars, we began with review of lit, stimulating to hare interpretations of similar texts and to learn from what others read indifvidually Being an educator at any level means constantly learning new skills and information, enering unknown territory, MAC to PC, SPSS Betty Raum, Dean danilson, Jim Postema, Mike Wholfeil, Mark Covery Mark Kreji, Dave Moewe, Library staff Students interraters: Laua a Bell Nelson and Svend Berg, Erin Carrington -IBM, Mike Wholff SPSS,

4. What I Learned as a Centennial Scholar Appreciation for children�s art Appreciation for the research process Appreciation for the Namibian culture Appreciation for children�s art - recognizable patterns of development - changes the way I look at children�s art Appreciation for the research process - more complicated than I expected - many people are willing to lend support, ideas, and areas of expertise Appreciation for the Namibian culture - similar to and different from my own culture - children�s drawings showed pride in NamibiaAppreciation for children�s art - recognizable patterns of development - changes the way I look at children�s art Appreciation for the research process - more complicated than I expected - many people are willing to lend support, ideas, and areas of expertise Appreciation for the Namibian culture - similar to and different from my own culture - children�s drawings showed pride in Namibia

5. Grade Six: How I Celebrateboy, 13 years

6. Aims of Research Do Lowenfeld�s and Brittain�s theories about developmental stages of art hold true for the Namibian settings? Industrialized Nonindustrialized What are the sources of imagery? Local drawing conventions?

7. Subjects and Setting 1019 students in grades one-six in Namibian public schools Industrialized Region Schools in Katatura and Khomosdal Nonindustrialized Region rural schools

8. Themes for Drawings Grades One and Two: Global Kinship: Where do you live? Grades Three and Four: Education: Who teaches you? Where do you Learn? Grade Five and Six: Fun (Games and Festivals): How do you celebrate? See Me, Share My World, 1992

9. Gathering the Drawings Peace Corp Teacher Trainers and Principal in Non-Industrialized Region

10. Gathering the Drawings Preparing school packets for Peace Corp Teacher Trainers in Namibia

11. Gathering the Drawings Translator helps to show where the USA is located.

12. Gathering the Drawings Sixth graders inside a stick school illustrate �How I Celebrate�.

13. Gathering the Drawings �How I Learn� by Third Graders at a school in the Industrialized Region

14. Gathering the Drawings Industrialized Region: Research Assistant Lydia Katjita standing in the background of a sixth grade classroom.

15. Setting up Shop Co-inquirers setting up Centennial Scholars Research Headquarters

16. The Research Process Week One: Review of the Literature Week Two: Comparing Developmental Stages Theories Developing the Code Book

17. The Research Process Interrater Reliability Composite Posters

18. The Research Process Coding the Drawings: Figure Examples

19. The Research Process Weeks Three and Four: Coding over 1100 drawings

20. The Research Process Weeks Five and Six: Data Entry Weeks Seven and Eight: SPSS analysis Interpreting Results

21. Preparing for the Presentation Attending Power Point Inservice Scanning Images

22. Where in the World is Namibia?

23. Non-Industrialized Region: Where I Live Homestead

24. Grade One: Where I Live Homestead boy, 6 years

25. Non-Industrialized Region: Where I Live Children posing in front of their bedroom: one of the huts in the homestead.

26. Non-Industrialized Region: Where I Live Concrete house-one per homestead 2-4 rooms

27. Grade Two: Where I Live Homestead with fields, huts, and a concrete house in the foreground girl, 7 years

28. Non-Industrialized Region:Where I Go To School Grade Three classroom

29. Non-Industrialized Region: Where I Go To School Classroom under the tree

30. Non-Industrialized Region: Where I Go To School Concrete school classroom

31. Grade Four: Where I Go To School Classrooms boy, 15 years

32. Non-Industrialized Region: Where I Go To School Children practicing letters in the sand

33. Non-Industrialized Region: How I Celebrate Boys performing a traditional jumping dance

34. Grade Six: How I Celebrate Traditional jumping dance boy, 15 years

35. Industrialized Region:Where I Live Housing Note the three legged cooking pots

36. Industrialized Region:Where I Live Typical housing

37. Industrialized Region:Where I Live Katutura home

38. Grade One: Where I Live House, trucks, three-legged cooking pot boy, 6 years

39. Industrialized Region:Where I Go To School Elim Primary School - Third Grade; Khomasdal Girl hold up her drawing depicting herself with blond hair

40. Industrialized Region:Where I Go To School Namibia English Primary School, Katatura

41. Grade Four: Where I Go To School Soccer, volleyball, watering trees at school boy, 10 years

42. Industrialized Region:Where I Go To School Bethold Primary School, Katatura

43. Industrialized Region St. Barnabas Junior Primary School teacher�s lounge, Katatura

44. Industrialized Region Wire car project assigned by the teacher

45. Industrialized Region Herero woman and house

46. Grade Six Herero woman and house girl, 14 years

47. Grade Six: How I Celebrate

48. Grade Six: How I Celebrate Soccer and Christmas boy, 13 years

49. Limitations One drawing per child gathered Not all children were fluent in speaking and understanding English attempts to accommodate through research assistants SPSS novices

50. Limitations (continued) Different interpretations of drawings are possible Emphasis on visual communication would desire more written communication about the drawings

51. Chi Square Analysis Nominal data Difference between expected and observed frequencies Probability p <.001, .01, .05

52. Results I. Representation of Human Figure II. Representation of Space III. Representation of Color IV. Local Drawing Conventions

53. Representation of Human FigureProfile - Local Drawing Convention Lowenfeld and Brittain found profile use increases with age. Namibia: Nonindustialized and Industrialized Regions Within: Significant differences found between age groups Between regions: Significant differences found within each age group Within Industrialized region x2 not logical to run due to so many empty cells, in other words it was rarely used.Within Industrialized region x2 not logical to run due to so many empty cells, in other words it was rarely used.

56. Grade One: Where I Live Figures face the viewer girl, 6 years

57. Grade Six: How I Celebrate All figures face the viewer girl, 13 years

58. Grade Six: How I Celebrate Combination of figures facing the viewer and profile girl, 13 years

59. Grade Four: Where I Go To School Local drawing convention: body faces viewer, head profile girl, 9 years

60. Grade Three: Where I Go To School More of the local drawing convention boy, 8 years

61. Representation of Human FigureFigure Schema Lowenfeld and Brittain found a schema for figures was developed during ages 7-9 years of age, then schema was abandoned Namibia: Nonindustrialized and Industrialized Regions Within regions: No significant differences found in figure schema use among age groups Between regions: No significant differences

62. Grade One: Where I Live Figure schema Note similarities in the faces girl, 6 years

63. Grade Four: Where I Go To School Figure schema girl, 14 years

64. Grade One: Where I Live No figure schema

65. Grade Six: How I Celebrate No figure schema boy, 11 years

66. Representation of SpaceDepth Lowenfeld and Brittain found children are more able to depict depth as they age Namibia: Nonindustrialized and Industrialized Regions Within Industrialized region: Significant differences in depiction of depth by age group Between regions: Significant differences found in the 12-13 years age group

68. Grade Four: Where I Go To School Attempt at depth The girl in the background is smaller and higher on the page

69. Grade Six: How I Celebrate Depth Three dimensions shown boy, 14 years

70. Grade One: Where I Live Depth is more difficult to determine boy, 10 years

71. Grade Six: How I Celebrate Depth is difficult to determine girl, 15 years

72. Representation of SpaceBaseline Lowenfeld and Brittain found baselines depicted most often by children ages 7-9 Namibia: Within Nonindustialized region: baseline rarely drawn, not logical to run analysis Within Industrialized region: significant differences found between age groups Between regions: not logical to run analysis but obvious differences between regions are evident 96% of 6 year olds include a baseline96% of 6 year olds include a baseline

74. Grade One: Where I Live All objects stand on a baseline girl, 6 years

75. Grade Six: How I Celebrate No baseline boy, 13 years

76. Grade One: Where I Live No baseline boy, 6 years

77. Grade Four: Where I Go To School Two baselines boy, 14 years

78. Grade Six: How I Celebrate No baseline girl, 11 years

79. Representation of SpaceSkyline Lowenfeld and Brittain found skylines depicted most often by children ages 7-9 Namibia: Within Nonindustialized region: skyline rarely drawn, not logical to run analysis Within Industrialized region: significant differences found between age groups Between regions: not logical to run analysis but obvious differences between regions are evident 96% of 6 year olds include a baseline96% of 6 year olds include a baseline

80. Grade Four: Where I Go To School Skyline girl, 13 years

81. Grade Three: Where I Go To School Skyline implied with clouds girl, 8 years

82. Grade Six: How I Celebrate Sky meets horizon

83. Grade Two: Where I Live No skyline Sky and sun are in one spot boy, 7 years

84. Representation of Color Lowenfeld and Brittain found that children choose color based on emotion during ages 4-7, based on reality during ages 7-9, and based on individual choice after the age of 9. 96% of 6 year olds include a baseline96% of 6 year olds include a baseline

85. Representation of Color Namibia: Within Regions: Non-industrialized: significant differences were found between age groups. Industrialized: realistic color use increases significantly with age. Between regions: Realistic color use is significantly more common in the industrialized region than the non-industrialized region for every age group. 96% of 6 year olds include a baseline96% of 6 year olds include a baseline

87. Grade One: Where I Live No realistic color Note colors on the house boy, 6 years

88. Grade Three: Where I Go To School Realistic color girl, 8 years

89. Grade Six: How I Celebrate Realistic color boy, 13 years

90. Grade Six: How I Celebrate Only one color used girl, 16 years

91. Grade Three: Where I Go To School Color adds design in roof boy, 10 years

92. Local Drawing ConventionsObject Schema Lowenfeld and Brittain found schema most common during ages 7-9. Namibia:Nonindustrialized and Industrialized Regions Within regions: no significant differences between age groups. Between regions: more common to see object schema in Industrialized region. Significant differences found between most age groups except <8 years. 96% of 6 year olds include a baseline96% of 6 year olds include a baseline

93. Grade One: Where I Live Object schema: birds, hearts, windows girl, 6 years

94. Grade One: Where I Live Stylized tree boy, 7 years

95. Grade Four: Where I Go To School Object schema: desks, doors, clouds girl, 10 years

96. Grade Four: Where I Go To School Object schema: buildings Figure schema girl, 8 years

97. Local Drawing ConventionsCorner Windows Lowenfeld and Brittain did not address this. Andersson (1995) found corner windows were depicted more often by Tanzanian and South African children as compared to Swedish children. Namibia: Within Nonindustialized region: no significant differences found between age groups Industrialized region: significant differences found Between regions: more common to see corner windows in Industrialized region. Significant differences found between most age groups except ages 10-11 where percentage of use was the same. 96% of 6 year olds include a baseline96% of 6 year olds include a baseline

98. Corner Windows

99. Teacher�s Drawing of Corner Windows

100. Grade Four: Where I Go To School Corner windows

101. Grade One: Where I Live Open corner windows girl, 6 years

102. Applications Developmental stage theories are meant to be guides, used in a non-restrictive manner specific contexts must be considered in addition to age-related cognitive-developmental stages consider influence of sociocultural aspects all children may not move through the stages in the same manner� teach each child as an individual

103. Follow Up Art 201 students collect drawings at an elementary school in Moorhead Developmental stage theories applied Drawings compared to Namibian drawings

104. Follow-up First and Second graders view the exhibit and bring their own drawings to leave in the gallery.

105. Follow up Co-inquirers guide Art 201 students in leading small groups

106. You are invited to... Centennial Scholars Project: Namibian Children�s Art 50 of the actual drawings Cyrus M. Running Gallery, Bridge Gallery Hours: M-F 10 a.m. to 5 p.m. Sunday 1 p.m. to 4 p.m.