描画活動における感情表現の発達過程

抄録

The purpose of this study was to clarify the kinds of strategies utilized to depict emotions in drawings and their developmental processes. Children aged 5, 6, 7, 9 and 11 (N=187), were asked to create a series of drawings depicting emotions (happy, sad, angry) in trees, and to report on their strategies. Drawings and reports were analyzed in relation to how children operated their knowledge when drawing. Two major findings were as follows.(1) Five kinds of strategies were identified from the reports: facial expressions (e. g., crying face for sad), gestures (e. g., drooping for sad), image scheme (e. g., a small tree for sad), emotion-evoking situations (e. g., a tree injured by a woodcutter for sad), and symbols (e. g., a tree in the rain for sad). These suggested that children utilized their knowledge toward emotions when drawing.(2) Drawings were scored in terms of the reported strategies and combination of the strategies. The results showed that as children grew they added more and more strategies to their repertoire, and depicted emotions while using more and more strategies.