{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/22044"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/22044","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Perception of emotions in drawings of faces: A developmental study","abstract":"The purpose of this study is to investigate children's (4th graders and 7th graders) and young adults' (college undergraduates) ability to perceive the emotions of happy, sad, angry, and surprised contained in portrait drawings from art history. Differences in responses of the fourth graders, seventh graders, and college undergraduates were measured by using the chi square statistic. Facial expressions of emotion were examined through a viewing of 24 drawings. The first set of 12 are considered true emotions, and the second set are considered blends according to work done by Ekman (1975). The blends were identified by judges' inability to attach a single emotion to the drawing.","abstract_html":"The purpose of this study is to investigate children's (4th graders and 7th graders) and young adults' (college undergraduates) ability to perceive the emotions of happy, sad, angry, and surprised contained in portrait drawings from art history. Differences in responses of the fourth graders, seventh graders, and college undergraduates were measured by using the chi square statistic. Facial expressions of emotion were examined through a viewing of 24 drawings. The first set of 12 are considered true emotions, and the second set are considered blends according to work done by Ekman (1975). The blends were identified by judges' inability to attach a single emotion to the drawing.","abstract_has_math":false,"creators":["Stanley, Robert Anthony"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Art Education","degree_department":null,"school":null,"contributors":["Hardiman, George W."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-05-07T13:27:10Z","date_published":"2011-05-07T13:27:10Z","updated_at":"2026-07-22T22:25:19Z","subjects":["Education, Art","Fine Arts","Psychology, General"],"languages":["eng"],"rights":["Copyright 1995 Stanley, Robert Anthony"],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9543733","(UMI)AAI9543733"],"render_values":[{"text":"AAI9543733","href":null,"code":true},{"text":"(UMI)AAI9543733","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/22044","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Hardiman, George W."]},{"key":"dc:creator","label":"Author","values":["Stanley, Robert Anthony"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2011-05-07T13:27:10Z","10000-01-01","1995"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Art Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Art","Fine Arts","Psychology, General"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 1995 Stanley, Robert Anthony"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9543733","(UMI)AAI9543733","http://hdl.handle.net/2142/22044"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The purpose of this study is to investigate children's (4th graders and 7th graders) and young adults' (college undergraduates) ability to perceive the emotions of happy, sad, angry, and surprised contained in portrait drawings from art history. Differences in responses of the fourth graders, seventh graders, and college undergraduates were measured by using the chi square statistic. Facial expressions of emotion were examined through a viewing of 24 drawings. The first set of 12 are considered true emotions, and the second set are considered blends according to work done by Ekman (1975). The blends were identified by judges' inability to attach a single emotion to the drawing.","The most straightforward finding of this study that is relevant to previous research (Ekman & Friesen, 1971; Gates, 1923; Seifert, 1993, 1992) and art education is that subjects in the fourth grade, seventh grade, and college undergraduates can detect elicited emotions found in line drawings. Gender had virtually no meaningful effect between or within grade levels under current investigation. Overwhelmingly, subjects' selection of emotions were in direct correlation to those of the judges beforehand. Another important finding is that subjects preferred to use the mouth and the eyes as the determining factor in their selection of the emotional state of the person depicted in the drawing. As with other aspects of their development, younger children's artistic perceptibilities improve with age. Accordingly, older subjects made more comments on the artistic qualities of each drawing than younger subjects, whereas younger subjects relied more on the structural properties. In other words, the older the subject, the higher the tendency to notice specific artistic qualities in each line drawing.","Made available in DSpace on 2011-05-07T13:27:10Z (GMT). No. of bitstreams: 2 license.txt: 4922 bytes, checksum: 910b249b4beec47e7ab768910c8f966f (MD5) 9543733.pdf: 6755066 bytes, checksum: a83441f8cae1d908424ee3ca2a8338f2 (MD5) Previous issue date: 1995","Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding (hding2@illinois.edu) on 2011-05-07T14:54:56Z Item is restricted indefinitely.","Restriction data tranferred 2014-07-01T11:25:34-05:00 Original Data Group with Access UIUC Users [automated] Release Date: none Reason: ETDs are only available to UIUC Users without author permission","ETDs are only available to UIUC Users without author permission","U of I Only"]},{"key":"dc:title","label":"Title","values":["Perception of emotions in drawings of faces: A developmental study"]}]}],"canonical_facts":{"dc:contributor":["Hardiman, George W."],"dc:creator":["Stanley, Robert Anthony"],"dc:date":["2011-05-07T13:27:10Z","10000-01-01","1995"],"dc:description":["The purpose of this study is to investigate children's (4th graders and 7th graders) and young adults' (college undergraduates) ability to perceive the emotions of happy, sad, angry, and surprised contained in portrait drawings from art history. Differences in responses of the fourth graders, seventh graders, and college undergraduates were measured by using the chi square statistic. Facial expressions of emotion were examined through a viewing of 24 drawings. The first set of 12 are considered true emotions, and the second set are considered blends according to work done by Ekman (1975). The blends were identified by judges' inability to attach a single emotion to the drawing.","The most straightforward finding of this study that is relevant to previous research (Ekman & Friesen, 1971; Gates, 1923; Seifert, 1993, 1992) and art education is that subjects in the fourth grade, seventh grade, and college undergraduates can detect elicited emotions found in line drawings. Gender had virtually no meaningful effect between or within grade levels under current investigation. Overwhelmingly, subjects' selection of emotions were in direct correlation to those of the judges beforehand. Another important finding is that subjects preferred to use the mouth and the eyes as the determining factor in their selection of the emotional state of the person depicted in the drawing. As with other aspects of their development, younger children's artistic perceptibilities improve with age. Accordingly, older subjects made more comments on the artistic qualities of each drawing than younger subjects, whereas younger subjects relied more on the structural properties. In other words, the older the subject, the higher the tendency to notice specific artistic qualities in each line drawing.","Made available in DSpace on 2011-05-07T13:27:10Z (GMT). No. of bitstreams: 2 license.txt: 4922 bytes, checksum: 910b249b4beec47e7ab768910c8f966f (MD5) 9543733.pdf: 6755066 bytes, checksum: a83441f8cae1d908424ee3ca2a8338f2 (MD5) Previous issue date: 1995","Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding (hding2@illinois.edu) on 2011-05-07T14:54:56Z Item is restricted indefinitely.","Restriction data tranferred 2014-07-01T11:25:34-05:00 Original Data Group with Access UIUC Users [automated] Release Date: none Reason: ETDs are only available to UIUC Users without author permission","ETDs are only available to UIUC Users without author permission","U of I Only"],"dc:identifier":["AAI9543733","(UMI)AAI9543733","http://hdl.handle.net/2142/22044"],"dc:language":["eng"],"dc:rights":["Copyright 1995 Stanley, Robert Anthony"],"dc:subject":["Education, Art","Fine Arts","Psychology, General"],"dc:title":["Perception of emotions in drawings of faces: A developmental study"],"dc:type":["text"],"thesis:degree_discipline":["Art Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ed.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:19Z"}