So much can be read into a picture. Psychologists ask
people to draw a tree -- and make extensive interpretations
from its size, shape, position etc. Graphologists also
maintain that children can be induced to alter their
handwriting - - which will lead to a corresponding change in
their personality. Children who write very small and tight
can become more extroverted, they say, just by exercising
with large, rounded letters. And vice versa, children who are
scattered can become more organized by writing small.
Might it be that an entire generation turned out different
because of the penmanship they practiced? Anyone remember the
Palmer method and the round practice circles we had to draw
in our notebooks -- and in the air?
We have heard experts sometimes advise drawing a picture to
find out what's on our mind or to pinpoint something not
clear or tangible. Our choice of subject and colors give a
clue to our emotional standing at the moment. The same is
true for drawings by children with an added plus. Children's
drawings, like children, are open, spontaneous and clear.
Parents can learn more about their children by understanding
how to look at their artwork from concepts that are used both
in art therapy and in drawing in general. At the same time,
use of these concepts can promote positive self image in
young children's drawings. Knowing how a picture can be put
together can help a parent find more to talk about when the
child hands them a drawing that s/he did.
Drawing analysts, like handwriting analysts, work on
presumptions that choice and size of subject, position,
pencil pressure, tension, spacing etc. of words or parts of a
drawing can reveal personality traits or the situation of a
person. Take a look at the terminology, give yourself a bit
of time to get used to it and you will have a new vocabulary
to help you discuss and praise your child's artwork. And a
new way of looking at the strides s/he is making as new
concepts take root and bloom.
Encourage your child to draw a self-portrait (or of a girl or
a boy, not themselves). Be sure it shows a frontal view of a
smiling face and all the major parts of the head and the
clothed body including hands with four fingers and a thumb.
The total figure should fill at least one half of the paper.
Add all the details you two can think of together for
clothing, such as buttons, shoe laces, pockets etc. You might
want to do a second drawing that allows the child to make
another expression: sad, scared etc. in order to validate the
range of human emotions.
Use the following sample of art therapy terms to complement
the principles of art for developing a healthy self image.
These terms are used in projectile drawing which is a
child's, or adult's, self image revealed on paper. Here, we
use these terms for teaching children to draw themselves
positive and healthy.
Note that there are variables that can appear in
children's drawings that can change, based on the age of the
child, his mood at the time, level of maturity and any
special circumstances. The clues are not always conclusive or
do not take in all aspects of the child's personality. The
following is not meant to analyze but rather to give your
child direction in drawing his perception of himself in a
positive light.
1. SIZE -- A clue to a child's self esteem. Strive for a
large to middle size.
2. PLACEMENT -- A centrally placed figure may represent a
self-directed or an emotional child. Off center may reveal an
independent child. A figure to the right may represent
introversion and a figure to the left, extroversion. Strive
for a centrally located self-portrait or other subject.
3. SEQUENCE -- A child usually draws in a regular sequence.
Any change in sequence may indicate a new interest or a
disruption. If something that is normally there is deleted,
remind child to put it into the picture.
4. LINE QUALITY -- Includes pressure, width, values (light to
dark), direction of lines. Work for clear, direct, well
thought-out lines.
5. PRESSURE -- Reflects physical strength and commitment.
Light pressure reflects low energy, reflection or repression.
Heavy pressure may be aggressiveness or assertiveness. Try
using a variety of pressures with a pencil or other drawing
tool.
6. MOTION -- Children, and especially gifted children, will
show more motion than adults. Motion can be seen in active
positions of figures in dancing or flying clothing, in action
scenes, etc. Encourage motion because it is natural to
children.
7. ERASURES -- Excessive erasing may show self-
dissatisfaction or uncertainty. Keep erasing to a minimum.
8. COLOR -- Color, like sound, cause emotional reactions.
Look at the colors in nature to understand the purpose of
colors and how they can represent feelings and emotions.
GREEN -- new life, plants. RED -- heat, fire, intensity. BLUE
-- water and heaven, calm. BROWN -- wood from trees and
earth, solidity. PURPLE -- royalty, feathers and flowers,
spirituality. ORANGE -- fruit and vegetation, vitality. BLACK
-- the absence of color and life, darkness.
PROJECTS
Materials:
Three or more sheets of paper
Pencil / Colors
Project # 1 -- DRAW A BOY OR A GIRL
Directions:
First sheet of paper (for adult)
1. Demonstrate to child how to draw a head from a circle, a
neck from a small square, a shirt from a larger square, a
skirt from a triangle and for a boy, the trousers from three
lines closed off at the bottom. Do arms from two lines closed
off at the bottom, hands from a half circle, four fingers
from the top of the hand and a thumb coming out of the side
of the hand. The eyes are almonds with a circle in the
center. For the nose, draw a triangle missing one long side.
Do the mouth, ears and kipa from a half circle. Add a
belt, pockets, buttons, hair, tzitzis, etc.
2. Soften and curve the lines of the geometric shapes to give
them a lifelike look.
Second Sheet of Paper (for child)
1. Ask child to draw him/herself large in the middle of the
paper beginning one fourth down from the top of the paper.
Call out the parts of the body and clothing and their shape
(circle, half circle, square or line).
2. Let child color in with red, blue, yellow, green, orange,
purple, brown and white. Avoid black. Take it out of the box
so that it is not a choice at this time.
Project #2 DRAW YOUR FAMILY
Ask the child to draw his whole family in order of
importance. Let him decide who is first, second and so on.
Or, if he desires, let him draw only himself and his parents.
If he runs out of room on the paper, tape on a second sheet
so he can complete his `family.' Anything is possible. Don't
be surprised if he draws himself larger than his big brother
or his father...
Devora Piha is available for: * Art Lessons * How to teach
arts and crafts to children * Art therapy -- privately or in
your educational institution
Call: 02-993-1592 E-mail: Newpiha @hotmail.com
