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Draw-A-Man
Test,
developed
by
Goodenough
in
1926
was
the
first
formal
figure
drawing
test.
It
was
used
to
estimate
a
child's
cognitive
and
intellectual
abilities
reflected
in
the
drawing's
quality.
The
test
was
later
revised
by
Harris
in
1963
as
the
Goodenough
Harris
Drawing
Test
(GHDT),
which
included
a
detailed
scoring
system
and
allowed
for
drawings
of
men,
women,
and
the
self.
The
scoring
system
primarily
reflected
the
way
in
which
the
child
is
maturing
cognitively.
The
GHTD
is
appropriate
for
children
between
the
ages
of
three
and
17,
although
it
has
been
found
to
be
most
useful
for
children
between
three
and
10.
The
Draw-A-Person
test
(DAP)
was
developed
by
Machover
in
1948
and
used
figure
drawings
in
a
more
projective
way,
focusing
on
how
the
drawings
reflected
the
anxieties,
impulses,
self-esteem,
and
personality
of
the
test
taker.
In
this
test,
children
are
first
asked
to
draw
a
picture
of
a
person.
Then,
they
are
asked
to
draw
a
picture
of
a
person
of
the
sex
opposite
of
the
first
drawing.
Sometimes,
children
are
also
asked
to
draw
a
picture
of
the
self
and/or
family
members.
Then,
they
are
asked
a
series
of
questions
about
themselves
and
the
drawings.
These
questions
can
be
about
the
mood,
the
ambitions,
and
the
good
and
bad
qualities
of
the
people
in
the
drawings.
The
pictures
and
the
questions
on
the
DAP
are
meant
to
elicit
information
about
the
child's
anxieties,
impulses,
and
overall
personality.
The
DAP
is
the
most
frequently
used
figure
drawing
test
today.
A
scoring
system
appropriate
for
adults
was
developed
in
1993
by
Mitchel,
Trent,
and
McArthur.
In
1992,
Naglieri
and
his
colleagues
created
a
more
specific
scoring
system
for
figure
drawing
tests
called
the
Draw-A-Person:
Screening
Procedure
of
Emotional
Disturbance
(DAP:SPED),
based
on
a
large
standardization
sample.
This
scoring
method
includes
55
items
rated
by
the
test
administrator
and
based
on
the
child's
drawings
and
responses
to
questions.
The
DAP:SPED
is
appropriate
for
children
aged
six
to
17.
It
is
often
used
as
a
screening
method
for
children
who
may
be
having
difficulties
with
regard
to
social
adjustment
and
require
further
evaluation.
The
House-Tree-Person
(HTP)
test
,
created
by
Buck
in
1948,
provides
a
measure
of
a
self-perception
and
attitudes
by
requiring
the
test
taker
to
draw
a
house,
a
tree,
and
a
person.
The
picture
of
the
house
is
supposed
to
conjure
the
child's
feelings
toward
his
or
her
family.
The
picture
of
the
tree
is
supposed
to
elicit
feelings
of
strength
or
weakness.
The
picture
of
the
person,
as
with
other
figure
drawing
tests,
elicits
information
regarding
the
child's
self-concept.
The
HTP,
though
mostly
given
to
children
and
adolescents,
is
appropriate
for
anyone
over
the
age
of
three.
The
Kinetic
Family
Drawing
technique
(KFD),
developed
in
1970
by
Burns
and
Kaufman,
requires
the
test
taker
to
draw
a
picture
of
his
or
her
entire
family.
Children
are
asked
to
draw
a
picture
of
their
family,
including
themselves,
"doing
something."
This
picture
is
meant
to
elicit
the
child's
attitudes
toward
his
or
her
family
and
the
overall
family
dynamics.
The
KFD
is
some
times
interpreted
as
part
of
an
evaluation
of
child
abuse.
The
Kinetic
School
Drawing
technique
(KSD),
developed
in
1974
by
Prout
and
Phillips,
requires
the
child
to
draw
a
picture
of
himself
or
herself,
a
teacher,
and
one
or
more
classmates.
This
picture
is
meant
to
elic
it
the
child's
attitudes
toward
people
at
school
and
his
or
her
functioning
in
the
school
environment.
For
example,
five-year
old
children
are
expected
to
make
fairly
basic
drawings
of
people,
consisting
of
a
head,
eyes,
nose,
mouth,
body,
arms,
and
legs.
An
11-year-old,
on
the
other
hand
is
expected
to
have
more
details
in
the
picture,
such
as
a
more
defined
neck,
clothes,
and
arms
in
a
particular
direction.
figure
drawings
are
assessed
with
regard
to
self-image.
Children
often
project
themselves
in
the
drawings.
For
example,
females
with
body
image
concerns
may
reflect
these
concerns
in
their
drawings.
Victims
of
sexual
abuse
may
stress
sexual
characteristics
in
their
drawings.
Psychological,
neuropsychological,
or
emotional
dysfunction
can
also
be
considered
in
figure
drawing
interpretation.
This
type
of
interpretation
is
often
done
with
figure
drawings
made
by
adults.
For
example,
a
person
who
omits
or
distorts
body
parts
may
suffer
from
emotional
impairment.
Excessive
detail
with
regard
to
the
sexual
nature
of
the
drawing
may
indicate
sexual
maladjustment.
Figure
drawings
are
also
interpreted
with
regard
to
child
abuse.
In
1994,
Von
Hutton
developed
a
scoring
system
for
both
the
HTP
and
DAP
focusing
on
indicators
of
child
abuse
that
may
be
present
in
drawings.
The
drawing
of
the
family
in
the
KFD
test
may
also
provide
indicators
of
abuse.
Stages
of
creative
development
In
1975,
Viktor
Lowenfeld
launched
a
theory
of
artistic
development
based
on
systematic
creative
and
cognitive
stages.
Each
stage
demonstrated
specific
characteristics
and
had
an
age
range.
He
encouraged
the
use
of
his
artistic
development
stages
in
classrooms
and
as
guides
for
parents.
These
stages
are
as
dependent
on
a
child's
exposure
to
art
and
art
media
as
they
are
on
a
child's
innate
artistic
ability
or
fine
motor
skills
.
It
should
be
noted
that
because
a
child
does
not
seem
to
go
beyond
a
specific
developmental
stage,
it
does
not
mean
that
the
child
has
a
cognitive
or
developmental
problem.
This
apparent
arrest
of
development
may
be
due
to
limited
exposure
to
art,
lack
of
interest,
or
fine-motor
differences.
Cultural
values
can
also
affect
artistic
expression
and
development,
influencing
content,
art
media,
style,
and
symbolic
meaning
as
represented
in
the
child's
view
of
the
world.
Children
may
overlap
stages,
making
drawings
with
elements
of
one
stage
while
progressing
or
regressing
to
another.
Generally,
boys
and
girls
will
develop
similarly
in
the
initial
stages.
Whether
any
child
progresses
to
the
latter
stages
usually
requires
instruction
of
some
kind.
SCRIBBLING
STAGE
The
scribbling
stage
usually
begins
around
two
years
old
and
lasts
until
the
child
is
about
four
years
of
age.
In
some
cases,
it
can
begin
as
soon
as
a
child
can
hold
a
fat
crayon
and
make
marks
on
paper,
which
is
sometimes
around
18
months
old.
At
first,
the
child
is
interested
only
in
watching
the
color
flow
on
the
paper.
Some
children
are
more
interested
in
the
marking
itself
and
may
even
look
away
while
scribbling.
What
results
on
the
paper
is
accidental
and
often
delights
the
child,
even
though
it
is
indistinguishable
to
adults.
With
about
six
months
of
practice,
the
child
will
be
more
deliberate
and
may
start
drawing
circles.
Later,
the
child
will
name
the
drawing,
saying,
"This
is
a
dog."
The
child
may
even
look
at
the
drawing
of
the
dog
the
next
day
and
say,
"This
is
Daddy."
The
child
will
also
start
drawing
people
that
resemble
a
tadpole
or
amoeba
(a
circle
with
arms
and
legs,
and
sometimes
eyes).
PRE-SCHEMATIC
STAGE
The
pre-schematic,
or
pre-symbolic,
stage
begins
around
age
four;
however,
it
may
start
earlier
or
later,
depending
on
the
child's
cultural
and
artistic
experience.
In
this
stage,
the
amoeba
or
tadpole
people
may
have
faces,
hands,
and
even
toes,
but
no
bodies.
These
figures
face
front
and
often
have
big
smiles.
Omission
of
body
details
is
not
a
sign
that
something
is
developmentally
wrong.
It
just
means
that
other
things
in
the
drawing
of
the
person
are
more
important.
Colors
are
selected
on
whim
and
usually
have
no
relationship
with
what
is
being
drawn.
Figures
may
be
scattered
all
over
the
page,
or
the
page
turned
in
every
direction
as
the
figures
fill
the
paper.
Objects
and
figures
may
appear
to
float
all
over
the
page
because
children
do
not
yet
know
how
to
express
three-dimensional
objects
on
a
two-
dimensional
surface.
The
child's
self-portrait
appears
as
an
amoeba
person,
but
it
will
usually
be
the
biggest
figure,
appearing
in
the
center
of
the
page.
The
child
may
test
different
ways
to
draw
a
self-portrait
before
settling
on
one
for
a
period
of
time.
In
this
instance,
art
helps
define
a
child's
self
image.
SCHEMATIC
STAGE
The
schematic
stage
usually
begins
around
seven
years
old
and
extends
through
age
nine.
At
this
time,
the
child
has
developed
specific
schema,
or
symbols
for
people
and
objects
in
his
or
her
environment,
and
will
draw
them
consistently
over
and
over.
Human
figures
have
all
necessary
body
parts.
Arms
and
legs
also
fill
out,
instead
of
being
stick-like.
This
is
usually
due
to
more
body
awareness
and
recognition
of
what
body
parts
do;
e.g.
parts
of
the
body
help
the
child
run,
catch
a
ball,
jump,
etc.
Adults
usually
have
very
long
legs
because
that
is
how
children
see
them.
Houses
and
people
no
longer
float
on
the
page.
They
are
grounded
by
a
baseline
that
acts
as
a
horizon
line.
As
the
child
continues
to
draw,
there
may
be
two
or
more
baselines
to
show
distance
or
topography.
Children
may
also
draw
a
series
of
pictures,
like
cartoon
squares,
to
show
action
sequences
over
time.
This
seems
to
reflect
a
child's
desire
to
tell
stories
with
the
drawings.
By
eight
or
nine
years
of
age,
children
will
often
draw
their
favorite
cartoon
characters
or
superheroes.