Present Status of Instruction in Drawing with Respect to Scientific Investigation

Albien Gustav. Der Anteil der nachkonstruierenden Tätigkeit des Anges trad der Apperception an dem Behalten und der Wiedergabe einfacher Formen. Zeitsehrift für experimentelle Pädagogik. V. u. VI. Bd. 1907.

Andrews J. W. (Chairman). Report of committee on a scale for drawing. Proceedings Eastern Art Association, 1915 and 1916.

Ayer Fred C. The Psychology of Drawing. Warwick and York, 1916. 107–168.

Brown Elmer E. Notes on Children's Drawings. University of California, 1897. Vol. II, No. 1.

Bryner Edna . A selected bibliography of certain phases of educational measurements. Seventeenth Yearbook of this Society, Part II, 1918.

Childs H. G. Measurement of the drawing ability of 2,177 children in the Indiana City School Systems by a supplemented Thorndike scale. Journal of Educational Psychology, 6; Jan., 1915, 391–408.

Clark A. B. The child's attitude toward perspective problems. Stanford University Studies in Education, 1897, Vol. I, 283–294.

Claussenius Marie. Experiment in the relation of freehand pattern cutting to drawing. (Unpublished) Miss Claussenius tested the fourth-grade children in the Francis W. Parker School in a semi-controlled experiment lasting six weeks. The children were given practice in freehand cutting of different forms. Forms were then cut freehand to illustrate the theme, “Winter Sport.” Each child initiated his own pattern. Satisfactory patterns were then used in composition work. The children then drew in around the pattern forms. The children also cooperated in making composite pictures. The results show at the end of the experiment as compared with previous routine work (1) increased accuracy in drawing, (2) increased interest in drawing, (3) marked stimulus from co-operative work.

Duck J. Ueber das zeichnerische und künstlerische Interesse der Schũler. Zeitschrift für experimentelle Psychologic 13: 1912.

Farnum R. B. Present status of drawing and art in the elementary and secondary schools of the United States. U. S. Bureau of Education Bulletin, 1914, No. 13.

Ivanof E. Recherches expérimentales sur le dessin des ecoliers de la Suisse romande. Archives de Psychologie. 8: No. 30. December, 1903, 97–156.

Judd C. H. and Cowling, D. J. Studies in perceptual development. Psychological Review, 1897.

Katz David. Ein Beitrag zur Kenntnis der Kinderzeichnungen. Zeitschrift für Psych. u. Phys. der Sinnesorgane. 1906, 241–256.

Kerschensteiner Georg. Die Entwichelung der Zeichnerischen Begabung. Munich, 1905.

Kik C. Die übernormale Zeichenbegabung bei Kindern. Zeitschrift für angew. Psychologie, 2: 1908, 92–149.

Levinstein Siegfried. Kinderzeichnungen bis sum 14 Lebensjahr. Leipsig, 1905.

Luquet M. G. Les Dessins d'un Enfant. Paris, 1913.

Maitland Louise. What children draw to please themselves. Inland Educator, September, 1895.

Meumann Ernst. Die Analyse des Zeichnens und des Modellierens. In Vorlesungen zur Einführung in die Experimentelle Pädagogik. Leipsig, 1914. 693–775.

Potter Flora B. Perspective Tests with Elementary-School Children, (Unpublished). Miss Potter, as Supervisor of Drawing in Johnstown, Pa., gave three carefully conducted tests in perspective to large numbers of children. The first test involved the angular perspective of a book and was given to 602 children from the fifth to the eighth grade. They attempted to complete a drawing of a book from three given key lines. The resulting drawings were carefully measured, and classified by years, with grades of A, B, C, D and E. The most advanced grade, the eighth, had 60 per cent. in the D (poor) and E (failure) classes. Angular perspective of this type is difficult for these years. The second test was similar and given to 741 children. They were given the three key lines for a drawing of a cube. Greater ability was exhibited with this form but with 23 per cent. in the eighth year, either poor or failures. The third test involved cylindric perspective of a bowl. It was given to 4,660 children in Johnstown. The test and method of grading were similar to the other tests. Her conclusion follows: “There are no pupils in 3A, 3B, and 4B who have excellent visual images of a bowl, cylindric drawing. The rate of increase is gradual; only 30 per cent. are excellent in the 8th grade.”

Probst M. Les Dessins des Enfants Kabyles. Archives de Psychologie, 6: 1906, 131–140.

Reed Jennie M. Correlations between special abilities in drawing. (Unpublished). Miss Reed, a graduate student of the University of Washington, tested 30 children in the 8th drawing class of a Tacoma Elementary School in six separate types of drawing: (1) chair, (2) bowl, (3) memory drawing of bowl, (4) scissors, (5) second drawing of chair, and (6) design. The children had received no training in drawing a chair. Each set of drawings was carefully graded and ranked by three graders, and (the correlations determined for the several types of drawing. The results show distinct correlations among the abilities in the four representative drawings and small correlations with memory drawings and design.

Rouma G. Le Langago graphique de l'Enfant. Paris, 1913.

Bugg H. O. A scale for measuring freehand lettering. Journal of Educational Psychology, 6: Jan., 1915, 25–42.

Sargent Walter , and Miller Elizabeth. How Children Learn to Draw. Ginn and Company, 1916.

Sargent Walter. Problems in experimental pedagogy of drawing. Journal of Educational Psychology, 3: May, 1912, 264–27. Sargent, Walter. Summary of the recent literature on methods in art education. the School Review, 26: April, 1918, 297–301.

Stiehler Georg. Beitrag zur Psychologie und Methodik des Zeichnenunterrichts. Leipsig, 1913.

Thorndike Edw L. The measurement of achievement in drawing. Teachers College Record. November, 1913.

Wagner P. A. Das freie Zeichnen von Volksschulkindera. Zeitschrift für angew. Psychologie, 8: 1913, 1–30.