Analysis of “HOW CHILDREN LEARN TO DRAW REALISTIC PICTURES”
Summary:
Restricted their subjects (children) to line drawings. 20 children total, ages 5-17.
Judged drawings based on two things: the type of drawing system (perspective, orthographic, oblique) used and the number of overlaps (objects covers over another).
Setup a table with a few objects on it. Created a “canonical drawing” of the scene using a “drawing machine” (clear plastic with line drawings on it). Calculated angles and used this as reference drawing for comparisons and setting up scene for new children.
Drawing systems: (1) no projection systems (object drawn but with no relationships), (2) orthographic projection (no depth to objects), (3a) angle of convergence and (3b) angle of obliquity (calculated from the angles made by drawing three straight lines on the table top)
Further divided these into: (1a) vertical oblique projection (straight back; no perspective), (1b) oblique projection (angled; no projection), (2a) naive perspective (attempts to have objects converge), (2b) perspective (actually “converges” based on an angle)
Determined number of overlaps based on the number of overlaps possible for the drawing system used.
Only 9/20 used perspective and only 3 had correct depiction of overlap.
Claim that there is no smooth transition between any of the classes, and that they’re all pretty distinct in nature. Therefore, development takes place in “discrete stages”.
Suggests that younger children draw stereotypes, or what they think, while older children draw more what they see.
“How children learn to draw in true perspective…seems to be an open question.” (No mention of left/right brain in whole paper).
Discussion:
Uses analogy of learning to draw realistically (shapes, relationships) to learning vocabulary (words, sentences).
Statement: “Drawing can be learned just like writing, it’s just not as needed of a skill. Just as computer aided tools exist for writing, so should other exist for drawing.”
Has an interesting way to evaluate a drawing, according to some basic unit.