Effects of Colors on Mood in the Drawings of Young Children

Buckalew, L. W.; Bell, Anne E.

doi:10.2466/pms.1985.61.3.689

Cited by 17 publications

(13 citation statements)

References 5 publications

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“…Although performances in both happy and sad drawings increased with age, expressive ratings were often significantly lower for the sad drawings. This mood bias in children's expressive drawings is consistent with the bias of drawing happy faces to sad ones in their literal depiction of mood (Buckalew & Bell, 1985). It is also consistent with studies examining children's comprehension of positive and negative moods expressed in pictures (Jolley & Thomas, 1994, 1995Parsons, 1987).…”

Section: Discussionsupporting

confidence: 85%

“…These are the most likely to be evident in children's expressive drawings, and they have been those most prominently researched in the literature (e.g. Buckalew & Bell, 1985;Burkitt, Barrett, & Davis, 2003;Carothers & Gardner, 1979;Davis, 1997a;Golomb, 1992;Ives, 1984;Morra, Caloni, & d'Amico, 1994;Winston et al, 1995). The quantity measure, therefore, represented the sum of expressive subject matter themes and formal properties employed.…”

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confidence: 99%

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The development of children's expressive drawing

Jolley

Fenn

Jones

2004

British J of Dev Psycho

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Two studies are presented on expressive happy and sad drawings made by British 4‐ to 12‐year‐olds (n = 80 and 160, respectively) in which the drawings were assessed individually for the quantity and quality of expressive devices. Quantity was measured in the number of appropriate expressive content themes and formal properties evident in each drawing. Quality was rated on a Likert scale on the extent to which the drawing expressed the intended mood. Both the quantity and quality of expressive happy and sad drawings of predetermined and free topics increased with age. Improvements in content expression, but much less so with expressive formal properties, accounted for the development of quantity. A slower period of development between 6 and 9 years for both measures was consistently found, with a significant improvement often shown among the 12‐year‐olds. The finding that happy drawings were scored higher than sad drawings is explained in respect of adult and child expectations of pictures. Correlations between expressive scores and performance on a visual realism drawing task tentatively indicated that expressive and realism skills in drawing are only weakly related. The development of expressive drawing is considered in the context of the delivery of art education in schools.

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Section: Discussionsupporting

confidence: 85%

mentioning

confidence: 99%

The development of children's expressive drawing

Jolley

Fenn

Jones

2004

British J of Dev Psycho

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“…First, with regard to the facial expression of emotions, previous studies have shown that already young children are able to depict different emotional states by varying the shape of the drawn mouth (Buckalew and Bell, 1985). Thus, in line with the cultural variability of emotional expressions and responses (Markus and Kitayama, 1991; Matsumoto, 1991; Tsai et al, 2006; Mesquita, 2007), differences have been observed in children’s depiction of the mouth in more elaborated self-drawings (La Voy et al, 2001; Gernhardt et al, 2013, 2014b).…”

Section: Introductionmentioning

confidence: 99%

Cultural perspectives on childrenâ€™s tadpole drawings: at the interface between representation and production

2015

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This study investigated tadpole self-drawings from 183 three- to six-year-old children living in seven cultural groups, representing three ecosocial contexts. Based on assumed general production principles, the influence of cultural norms and values upon specific characteristics of the tadpole drawings was examined. The results demonstrated that children from all cultural groups realized the body-proportion effect in the self-drawings, indicating universal production principles. However, children differed in single drawing characteristics, depending on the specific ecosocial context. Children from Western and non-Western urban educated contexts drew themselves rather tall, with many facial features, and preferred smiling facial expressions, while children from rural traditional contexts depicted themselves significantly smaller, with less facial details, and neutral facial expressions.

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“…An earlier study (Lawler & Lawler, 1965) found that preschool children used yellow coloring pen in their drawings after hearing a happy story, but they used a brown pen after listening to a sad story. In a more recent story (Buckalew & Bell, 1985), 18 children aged between four and six years were shown drawings of men and women without faces but wearing blue, green, red, yellow, white, black or brown clothes. They were asked to draw faces to these figures.…”

Section: Related Researchmentioning

confidence: 99%

A study on conceptual associations of colors in preschool children

Mazlum¹,

Mazlum²

2019

Pegegog

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In this study, the conceptual associations of colors in preschool children were examined with an interdisciplinary perspective. Designed as a preliminary review, this study provides insights and suggestions about how conceptual associations of colors can be used for developing products and services for kids and improving the effectiveness of learning activities in education. This study was designed as descriptive survey because it describes an existing situation. This research’s working group was chosen through a purposive sampling method. The study also includes interpreted components. Two-stage interviews were made with 204 children aged between 60 and 72 months in pre-school education in Ankara with active participation of their form teachers, and the data were collected using the context analysis technique. The study found that children show dominant preference for certain colors in connection with certain concepts and they made consistent spectrum preference for certain concepts. These preferences indicate that the children aged between 60 and 72 months are able to make associations between concepts and colors and attribute meanings to colors in the background, with important hints for the use of colors in designing products and planning learning activities for children.

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Effects of Colors on Mood in the Drawings of Young Children

Cited by 17 publications

References 5 publications

The development of children's expressive drawing

The development of children's expressive drawing

Cultural perspectives on childrenâ€™s tadpole drawings: at the interface between representation and production

A study on conceptual associations of colors in preschool children

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