A global approach for the interpretation of the kinetic school drawing (KSD): A quick scoring sheet, reference guide, and rating scale

Andrews, Jac; Janzen, Henry L.

doi:10.1002/1520-6807(198807)25:3<217::aid-pits2310250302>3.0.co;2-q

Cited by 12 publications

(4 citation statements)

References 27 publications

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“…The Kinetic School Drawing test (Betts, ; Thompson Prout & Phillips, ; Wasserman, ) was used to measure the children's perception of teacher power in the context of school. This test reveals children's perceptions of teachers in the school setting (Andrews & Janzen, ; Prout & Celmer, ) and is a parallel assessment to the Kinetic Family Drawing test (Knoff & Prout, ). Specifically, in the drawing test, each child was asked to “Draw a school picture, and include yourself and your teacher in the picture”.…”

Section: Methodsmentioning

confidence: 99%

“…Based on related studies (Andrews & Janzen, ; Charafeddine et al, ; Murphy et al, ; Prout & Celmer, ; Thompson Prout & Phillips, ; Thomsen et al, ), the score for teacher power was calculated by dividing the height of the teacher by the height of the child in the drawing. The children could use the nonverbal spatial cues to perceive and represent the perception of power (Charafeddine et al, ; Schubert, Waldzus, & Giessner, ), and relative height could represent the perception of relative power between the teacher and the child (Andrews & Janzen, ; Thomsen et al, ). Therefore, the height of the teacher relative to that of the child in the children's drawings was adopted as the score for the children's perception of teacher power, and higher scores reflected the higher levels of teacher power relative to the child.…”

Section: Methodsmentioning

confidence: 99%

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Teacher power and children's loneliness: Moderating effects of teacher‐child relationships and peer relationships

Zhang

Jiang

Lei

et al. 2019

Psychology in the Schools

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Teacher‐child relationships and peer relationships are important predictors of children's loneliness. However, few studies have examined the potential and adverse relationship between teacher power and children's loneliness. Thus, we explicitly explored whether teacher power is related to children's loneliness and examined the potential moderating roles of interpersonal relationships (i.e., teacher‐child relationships and peer relationships) in 888 Chinese children. Moreover, this study measured teacher power with children's figure drawings. The results showed that teacher power was significantly and positively related to children's loneliness, and both teacher‐child relationships and peer relationships moderated the link between the two variables. Specifically, the adverse correlation between teacher power and children's loneliness was not significant among children with high‐quality teacher‐child relationships. Similarly, the negative effect of teacher power on children's loneliness was not found among children with a high level of peer relationships. Therefore, our results confirmed that the adverse relationship between teacher power and children's loneliness, and the protective roles of high quality of teacher‐child relationships and high levels of peer relationships in this relationship. Potential implications and future research directions are discussed.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Teacher power and children's loneliness: Moderating effects of teacher‐child relationships and peer relationships

Zhang

Jiang

Lei

et al. 2019

Psychology in the Schools

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“…The heights of and distances between individuals depicted in the drawings were recorded, with measurements logged in centimeters and rounded to the nearest tenth. These measurements were relevant because child drawing interpretation experts have found that (a) children tend to draw taller figures to represent the confidence and stability of those characters, and (b) children often place characters in closer proximity to indicate positive social bonds (Andrews & Janzen, 1988;Cherney et al, 2006). Character affect (smiling, frowning, or flat) was also recorded as well as whether the characters portrayed had arms and hands, the absence of which potentially indicates timidity or lack of agency (Koppitz, 1968;Thomas & Jolley, 1998).…”

Section: Discussionmentioning

confidence: 99%

Examining student depictions of actual and ideal learning experiences in elementary general music

Hanson

2022

Research Studies in Music Education

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The purpose of this study was to explore and synthesize the perspectives of primary-level students regarding their experiences in general music by analyzing their drawings. A research protocol was developed using an adaptation of the Kinetic School Drawing approach established by Prout and Phillips. A total of 180 primary students from four school contexts participated by creating pictorial depictions of both actual and ideal activities in general music class, which were then analyzed by an outside panel of expert assessors for apparent and implied features. The reactions and reflections of the general music specialists ( n = 4) who taught the student participants were also documented and analyzed. Findings centered on students’ (a) preferences for agency and active, volitional learning activities, (b) desire for achievement, individualization, and feedback, and (c) tendencies to highlight compliant, institutionally appropriate behaviors over musical ones. The findings of this study suggest several implications for practice and the need for more intentional efforts to honor the perspectives of students when designing and facilitating music learning experiences, even at the primary level.

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“…Great interest among researchers appeared for the kinetic approach also to school drawing because it seemed to provide a richer source of data than did static drawings (Andrews & Janzen, 1988;Armstrong, 2004;Prout & Celmer, 1984). School and class drawings have been used to document gifted students' perceptions of school life as they provide nonverbal documentation of gifted students' perceptions of their current school experiences.…”

Section: Drawings As a Technique To 'Assess' The Gifted Students' Needsmentioning

confidence: 99%

Teaching Gifted and Talented Children in A New Educational Era

Željeznov¹

2018

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Promotion of giftedness is the development of an individual's potential taking into account their environment and personal character traits. However, while extracurricular enrichment activities, pull-out courses and other didactic interventions focus on the individual's potential, personalization in regular classrooms is still an area in need of improvement in school systems worldwide. The aim of this research paper is to examine possible didactic adaptions in the English foreign language classroom in Austria. The concept of English as a Lingua Franca, in other words the international use of English in different linguacultural settings, sets the basis for English classes that focus on students' linguistic capabilities and further developing these. As nowadays students are likely going to engage more in conversations with non-native speakers, it is necessary to teach strategies to cope better with ELF situations influenced by diverse lingua-cultural backgrounds of the interlocutors. By analysing the learners' linguistic and cultural background as well as the purpose for which they study the language, it is possible to meet the challenges of classrooms diverse in cultures and potential. The main goal of English language teaching should, therefore, not be the illusive native-speaker-like knowledge of English but the development of students' own language capabilities. This means that students should be capable of using English as a resource with all its conformist and non-conformist realizations depending on their personal potential and the lingua-cultural settings they communicate in. This way students' individual potentials are the focal point of language instruction and their development can be promoted accordingly.

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A global approach for the interpretation of the kinetic school drawing (KSD): A quick scoring sheet, reference guide, and rating scale

Cited by 12 publications

References 27 publications

Teacher power and children's loneliness: Moderating effects of teacher‐child relationships and peer relationships

Teacher power and children's loneliness: Moderating effects of teacher‐child relationships and peer relationships

Examining student depictions of actual and ideal learning experiences in elementary general music

Teaching Gifted and Talented Children in A New Educational Era

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