FLORIDA STATE UNIVERSITY

A STUDY O F THE RELATIONSHIP BXTWEEN SELECTED

WORK-STUDY SKILLS AND ASPECTS OF THE

ART EXPRESSIONS OF CHILDREN

BY Gwendolyn Pa t te rson Thompson

A Paper Submitted t o t h e Graduate Council of Flor ida S t a t e Universi ty in p a r t i a l fu l f i l lmen t of t h e requirements for the degree of Master of A r t s .

";u . . ? .P .?

! . . , - . I / . '.;P

_<

hinor Professor

.4 ,'

/.

*' '-,' - i? /- '',-.2<,,,4.. .

Representative of Graduate Council

August, 1953

1

TABLE OF CONTEN!l?S

Page

LIST OF TABLES . . . . . . . . f.11

A STUDY OF THE RELATIONSHIP BETWEEN SELECTED WORK-STUDY SKILLS AND ASPEETS OF THE ART

1 EXPRESSIONS OF CHILDREN . s . . . - . - Introduction Procedure Findings Conclusions Implications for Teachers

BIBLIOGRAPHY . . . . . . . . . . . . . . . . . 22

LIST OF TABLES

Table

1.

2.

3.

4.

5.

6.

7.

8.

Chronological Ages, Mental Ages, I n t e l l i - gence Quotients, and Work-Study S k i l l s Ages

Highest and Lowest Age Placement . . . Number of P ic tures Completed . . . . . . . Age Placement of the Children i n Drawing the HumanFigures . . . . . . . . . . . . . . . Age Placement of the Children i n Depicting

Age Placement of Boys and Girls Fn Work- Study Skills and Drawing the H u m a n F igure . Age Placement of Boys and G i r l a i n Work- Study S k i l l s and in Depicting Space . , . . Number of P ic tures Completed and Number of People Included by Boys and G i r l s . . . . .

Space . . . . . . . . . . . . . . . . . . .

Page

8

9

10

12

13

14

16

18

lil

A STUDY OF THE RELATIONSHIP BETWEEN SELECTED

WORK-STUDY SKILLS AND ASPECTS OF THE

ART EXPRESSIONS OF CHILDREN

Introduction

The purpose of this investigation was to explore,

in a general way, the relationship between selected work-

study skills and certain aspects of creative expression,

through drawing and painting, of children in a fourth

grade class.

Procedure

All members of this fourth grade class had an

opportunity to take part in the different activities and

experiences incorporated in the program under investi-

gation. A few members of the class withdrew from school

before all phases of the study were completed; others

transferred to the class after many of the activities had

been finished. Such individuals were not included, there-

Fore, in the investigation being reported. However, there

were thirty children who were present for all phases of

the work. There were fifteen boys and fifteen girls,

ranging in chronological age from nine years five months

to eleven years four months.

2

1. Work-study sk i l l s of children. On November

6, 1952, each ch i ld was given the Iowa Every-Pupil Tests

of Basic Skills.'

spec l f ic i n s t ruc t ions ind ica ted on them and the raw scores!

and age equivalents of the ch i ldren were obtained f o r the

following work-study s k i l l s :

The t e s t s were given according t o

P a r t I. Map Reading

Pa r t II. Use of References

P a r t 111. Use of Index

P a r t IY. Use of Dictionary

P a r t V. Alphabetization

Then t h e t o t a l r a w scores and age equivalents were de-

termined. The chronological age of each o h l l d was re-

corded, also.

2. -. The New Cal i forn ia

Short-Form Test of Mental Maturity2 was given according

t o spec i f i c i n s t ruc t ions on the t e s t . The score of the

t o t a l mental f a c t o r s was determined for each chi ld . The

mental age, t h e chronological age, and the I. Q. were

recorded for each chi ld .

'H. F. sp i t ze r , e t al., -ts of Basic S k i l l s , New E d i t m T e s t -: Work-Study SkilIT s-- For% N. Elementary Battery, Boston: Houghton Mif f l in Company, 1942.

2Elizabeth T. Sul l ivan, W i l l i s W. C l a r k , and Ernest W. Tiegs, New Cal i forn ia- Short-Fom Test of Mental Maturity Elementary '47 S-Form, L o s Angeles: Cal i forn ia Test Bureau, 1947.

3 3. A r t expression achievement of children. The

chi ldren were given oppor tuni t ies and mater ia l s f o r draw-

ing and pa in t ing a t in t e rva l s during t h e 1952-53 school

year. Paper of the s i z e 9x12 was used most of the time,

but on severa l occasions choices were allowed from these

s izes: 9x12, 12x18, and 18x36.

The following m a t e r i a l s were used i n making t h e

drawings and paint ings: penci ls , crayons, and tempera

paints .

f o r t h e drawings and pa in t ings , bu t the average periods

were about one hour long. A record was kept of t h e number

of p ic tu res made by the children.

There w a s no l i m i t on the amount of t h e allowed

During most of t h e per iods a l l of t h e ch i ldren

worked a t t h e same time i n t h e same room. During a few

a c t i v i t i e s the ch i ldren drew and painted one a t a time on

an ease l away from t h e o ther c l a s s members i n order that

they m i g h t not share ideas.

The ch i ldren were allowed t o complete as many

pic tures as they so des i red and they were no t forced t o

f i n i s h any. On the back of each p i c tu re each ch i ld

wrote severa l sentences about his p ic ture . These p i c tu re s

were co l lec ted and kept i n fo lde r s made f o r this purpose.

Seven such drawing and pain t ing a r t a c t i v i t i e s

were car r ied on a s a p a r t of the school program during the

school gear. Some were assigned, whereas others were f r e e

drawings.

4 The f i r s t one w a s done during the second week

of school.

t o make a p i c tu re of one of t h e i r f r i e n d s i n the class.

A t f i r s t the ch i ldren were a f r a i d t o attempt t o draw the

human f igure , bu t a f t e r a few encouraging remarks t h a t

gave them confidence they seemed a t ease. Only one l i t t l e

boy wanted to ge t offended a t the p ic tures t h a t were d r a m

of hlm, but when it was pointed out t h a t he was very popu-

lar t o have so many of his f r i ends drawing him, he was

qu i t e s a t i s f i e d w i t h his f r i ends ' c rea t ions of his r ed

h a i r and f reckles .

T h e ch i ldren were given 9x12 paper and asked

Several weeks l a t e r t h e c l a s s was given a n oppor-

t un i ty t o do f r e e pa in t ings w i t h tempera. The ch i ldren

were allowed a choice of t h ree s i z e s of paper:

12x18, o r 18x36. About a week before Halloween the ch i l -

dren d id p ic tures of Halloween scenes on 9x12 paper.

9x12,

A f e w days before Christmas they d id p i c tu re s of

C h r i s t m a s scenes. They had a choice of using t h e s p i r i t -

u a l o r t h e seasonal theme. Some chi ldren chose t o do both.

Soon a f t e r the f i r s t of January the ch i ldren did p ic tures of

F lor ida scenes s ince we were completing o w Flor ida unit.

The next a r t a c t i v i t y for th i s study was a f r e e

crayon p ic tu re on 9xL2 paper. The l a s t a r t a c t i v i t y for

this study was for each ch i ld to do a p ic tu re o f his fam-

i l y . He did a crayon p ic tu re on the paper of his choice:

9x12, 12x18, o r 18x36.

5 Since the re has not ye t been any t e s t developed

that would accurately determine the exact age or grade

placement for chi ldren i n their art expressions, Viktor

Lowenfeldts textbook on A r t Education, Creat ive and Mental

G r ~ w t h , ~ w a s used as a guide t o determine t h e approximate

age placement of t h e ch i ldren i n t h e i r c r ea t ive expressions.

Spec i f ics o f p ic tures t o be noted were (1) drawing of the

human f i g u r e and (2) depic t ing of space. LowenPeld in-

cludes descr ip t ions of these aspects of a r t expressions

of ch i ldren on c e r t a i n maturi ty l e v e l s a s follows:

1. 4-7 years--Firs t Representational Attempts (Preschematic Stage).

Human f igure : Ci rcu lar motion for longi tudina l for l egs and arms.

head and

Space: No o der ly space r e l a t i o n s except -onally. 6

2. 7-9 years--The Achievement of a Form Concept (Schematic Stage).

Human f i ure: "Schema"; exaggeration of im- h s ; neglec t or omission of unim- por tan t par t s .

Space: Base-line; fold-overs; x-ray p ic tures . 5 3. 9-11 years--The Dawning Realism (The Gang

Stage).

'Viktor Lowenfeld, Creat ive and Mental Growth, New York: The Macmlllan Company, 194,.

6

Human f i u re &iir , sex, etc.; removal from schema.

S ace: Removal from base-line; overlappin$; h o m e s down t o base-line; discovery of plane. 6

11-13 years--PseudoreaJ.isl;ic Stage (The Stage of Reasoning).

Human f igure : Jo in ts ; proportion.

S ace: Three dimensional apace; diminishing k of d i s t a n t ob jec ts ; horizon l ine.7

Crises of Adolescence a s Seen in Creat ive

Bnphasis on c lo thes and o ther

13-17 yems--The Period of Decision (The

Act ivi ty) .

4.

5.

Human f igure: Proportion; l i g h t and shadow; sketchy techniques.

S ace: Perspect ive; apparent diminution of s t a n t objec ts ; horizon l i n emphasis on af- t h ree dimensional qua l i t i e s . 8;

Findings

There was e g ree t e r range i n years i n a r t expres-

s ion than there was in work-study skills. In drawing t h e

human f igu re there w a s a range from four years t o seven-

teen years. In work-study s k i l l s t he re vas a range from

e ight years e igh t months t o t h i r t e e n years two months. In

depict ing space there was not as much va r i a t ion as the re

w a s i n drawing t h e human f igure .

had c h a r a c t e r i s t i c s of 7-9 year o lds (base- l ines; fold-

overs; x-rays) and 9-11 year olds (planes; overlapping).

Most all of the p ic tures

%bid -.’ p. 94. 7Ibid., - p. 122. 81bid., - p. 239.

7 Four g i r l s had cha rac t e r i s t i c s Of 11-13 Yew olds (hor i -

zon l i n e s ; diminishing s i z e s of d i s t a n t ob jec ts ) .

It is i n t e re s t ing t o note t h a t t h e chronological

ages of t h e ch i ldren i n t h i s study were from nine years

f i v e months t o eleven years four months and t h a t t h e mental

ages were from e ight years e ight months t o t h i r t e e n years

eleven months.

1 gives the chronological ages, mental ages, i n t e l l i gence

quot ien ts and the work-study s k i l l s ages of t h e t h i r t y

ch i ldren who were included i n this study. It w a s found

t h a t there w a s a much wider range i n mental ages than there

w a s i n chronological ages. In chronological ages the re w a s

a d i f fe rence of one year eleven months; i n mental ages

there w a s a di f fe rence of f i v e years th ree months, a s i s

shown i n Table 2.

The I. Q. range was from 88 t o 147. Table

There was a grea t d i f fe rence i n the number of

drawings and pa in t ings completed by t h e ind iv idua ls of t h i s

study, as revealed i n Table 3. Several members f in i shed

twelve p ic tures , whereas o thers completed as few a s one o r

two p ic tures . Generally those who r a t ed h ighes t on work-

study s k i l l s completed more drawings and pa in t ings ; those

who r a t e d lowest on work-study s k i l l s completed fewer pic-

tures .

p le ted 51 pic tures ; t h e f i v e lowest completed only 33. higher ha l f of the c l a s s i n work-study s k i l l s f in i shed 120

Pic tures ; the lower half of t h e c l a s s completed 91.

The f i v e h ighes t pup i l s on work-study s k i l l s com-

The

8

TABLE 1

CHRONOLOGICAL AGES, MENTAL AGES, INTmLIGENCE QUOTIENTS, AND WORK-STUDY SKILLS AGES

F F F M F F M M M M M M F M M F F F M F M

Child Number

10.3

9. 9 -6 9.8 9 a 1 1

9 05 10.1 9 -11

10.0 10.4 10.0 9.6

10.10 9 .5

10.11 9.9 9.9

9. 9.5

lo.!

~

1 2

2 5 6 7 8 9

1 0

20 21 22

27 28 29 30

10.0

9.7 M 11.3

10.3 ; I 10.1 M 9.9

M e A.

13.11 13.11 13.11 12.10 13.2 12.0 11 -3 10.6 12.5 11.4 10.5 11.3 11.8 10.5 11.8 12.8 9.7

10.5 11.2 10.9 11.8 11.4- 10.5 10.11 9.11 8.8

10.9 10.6 10.4 10.5

I. Q.

3; 139 136 137 106 109 104 127 110 100 116 122 107 117 134 95 105 111 104 116 119 96 115 90 88

110 92

107 110

tork-Study S k i l l s Age

13.2 1204 11.5 10.7 10.7 10-4 10.1 10.0 9 e 1 1

9.10 9-10 9 .R 9.7 9-6 906 9 - 5 9 05 9 05 9 .4 9 .4 9.2 9.2 9 02 9 -1 9-0 9 .O 8.11 8.11 8 .io 8.8

Lowest Highest

Chronological Age 9.5 11.4

Mental Age 8.8 13.11

Work-Study Skil ls

A r t Expression (Human Figure) 4-7 yr. 13-17 yr.

A r t Expression (Depicting Space) 7-9 v. 11-13 F.

Age 8.8 13 e 2

I

Range

1 .ll

5.3

4.6

13 g ~ .

6 v*

10

TABLE 3

NuMBE3 OF PICTURES COMPETED

Child Number

1 2

2 5 6 7 8 9 10 11

19 20 21 22

8 25 26 27 28 29 30

Work-S tudy Skills Age

13.2 12.L 11.5 10.7 10.7 10.4 10.1 10.0 9 e11 9.10 9.10 9.8 9.7 9.6 9.6 9.5 9.5 9.5 9 04 9 04 9.2 9.2 9.2 9 e1 9.0 9 .O 8.11 8.11 8.10 8.8

Number of p i c tures

12 12 7 8 12

9 3 9 6 12 5 9 10 5 3 10 7 11 7 2 1

c

2 10 8 5 7 3

11

It was noted from this study that t h e person with

the highest I. Q. (147) rated highest on work-study skills (13 years 2 months).

the human figure or in depicting space.

human figure he did the type work that a 4-7 year old

child would. He had a circular motion f o r the head and

longitudinal motions for arms and legs.

space he had some characteristics of 7-9 year olds (base-

lines; fold-overs; x-rays) and some characteristics of

9-11 year olds (planes--sky coming down to base line;

overlapping). This study shows that the child who i s

best in work-study skills is not always advanced in

creative express ion.

H e did not rate highest in drawing

In drawing the

In depicting

The child who rated second highest on work-

study skills (12 years 4 months) was more advanced both in drawing the human figure and in depicting space.

This child had an I. Q. of 135 (fifth from the highest

in the class).

characteristics of 9-11 year olds (emphasis on clothing,

sex, and realism), 11-13 year olds (johts; proportion;

visual approach) and 13-17 year olds (light and shadows).

In depicting space she had characteristics of 7-9 year

olds (base-lines; fold-cvers; x-rays), 9-11 year olds

(planes; overlapping), and 11-13 year olds (horizon

lines; diminishing sizes of distant objects).

In drawing the human figure she had

1 2

Generally those who r a t e d highest on work-study

s k i l l s were more advanced in drawing t h e human f i g u r e ; those

who r a t e d lowest were l e s s advanced. Table 4 shows t h e num-

ber of chi ldren i n the h ighes t 15 in work-study s k i l l s and

the number i n the lowest 15 who were i n t h e d i f f e r e n t age

leve ls .

TABLE 4 AGE PLACFBENT OF THE CHILDREN

I N DRAWING TRE HUMAN FIGURE

Drawing Human Figure:

Years

13-17

11-13

9-11

7-9

4-7 No human f i g u r e s

Highest 15 Work-Study

S k i l l s

2

2

3

4 3 1

Lowest 15 Work- Study

S k i l l s

0 . I 3

5 5 1

In depict ing space most of t h e ch i ldren had char-

a c t e r i s t i c s of 9-11 year olds; however, f o u r ch i ld ren in

the 15 who r a t e d highest i n work-study s k i l l s had character-

i s t i c s of 11-13 year o lds .

i n depic t ing space for t h e 15 chi ldren who r a t e d h ighes t

and t h e 15 who r a t e d lowest i n work-study skills.

Table 5 shows the age placement

13

TABLE 5 AGE PLACEMENT OF THE CHILDRFN I N DEPICTING SPACE

Depicting Space:

Years ~~

13-17 11-13

9-11

7 -9

4-7

Highest 1s Work-Study

S k i l l s

0

4 9 ,.

Lowest 15; Work-Study

S k i l l s

0

0

13

2

0

G i r l s were more advanced i n drawing the human

f i g u r e than t h e boys.

graders drawing t h e human f i g u r e w i t h c h a r a c t e r i s t i c s of

9-11 year olds (emphasis on clothes , hair, sex, etc.)

were g i r l a ; the g rea t e s t number of fou r th graders drawing

the h m a n f i g u r e as 4-7 years 016s would ( c i r c u l a r motion

f o r head; longi tudina l for l e g s and arms) were boys.

Table 6 shows the number of boys and g i r l s t h a t f e l l in

each age group.

The g rea t e s t number o f f o u r t h

Not one boy of the 15 chi ldren w i t h t h e bes t

scoses on work-study s k i l l s was higher than 9 years in

drawing of the human figure; only one boy's work placed i n

t h e 7-9 year range; t h e three o ther boys were i n the 4-7 year range. Two g i r l s had c h a r a c t e r i s t i c s on this item

14

TABLE 6

AGE PLACEMENT OF BOYS AND GIRLS I N WORK-STUDY AND D M W I N G THE HUMAN FIGURE

SKZLS

~~~~ ~~

Work-Study D r a w i n g the H u m a n Figure - - - I I l 3 l7 Skills Age - -

Legend: Red--boys Blue--girls W-S.S.--Work-Studg Skills

15 which placed them on the 13-17 year l eve l ; two on t h e

11-13 year; th ree on the 9-11 year; end three on the 7-9

year.

l eve l .

ings.

scores on the work-study s k i l l s only one placed i n the

11-13 year range i n drawing the human f igure , one i n t h e

9-11 year, two i n t h e 7-9 year, and f i v e i n t h e 4-7 year

leve l .

drawings. Two g i r l s had cha rac t e r i s t i c s on th i s item of

9-11 year and three on the 7-9 year.

In this respec t no g i r l r a t e d on the 4-7 year

One boy in this group had no people i n his draw-

Of the 10 boys of t h e 1s chi ldren w i t h the lowest

One boy i n this group a l s o had no people in his

The g i r l s were mope advanced i n depic t ing space

in t h e i r drawings than t h e bogs; however, the range be-

tween the extremes w a s not as grea t i n t h i a respec t as l t

was in drawing the human figure. This maybe seen i n

Table 7. Four g i r l s of the ch i ldren w i t h t h e b e s t scores

on work-study s k i l l s had c h a r a c t e r i s t i c s i n depic t ing

space i n t h e i r p ic tures on the 11-13 year leve l . Not one

boy of the 5 i n th i s group r a t ed a s high i n t h i s respect .

Six g i r l s and three boys had c h a r a c t e r i s t i c s on this item

which placed them i n the 9-11 year l e v e l and two boys

placed i n the 7-9 year l eve l .

The output of the g i r l s w a s g rea t e r than that of

the boys 8s was shown by more p i c tu re s and more people.

According t o Table 8 the g i r l s completed 126 p i c tu re s and

16

TABLE 7 AGE PLACEMENT OF BOYS AND GIRLS IN WORK-STUDY SKILLS

AND I N DEPTCTTNG SPACE

Child Number

--i- 5 -r 7

II 9 10 11 12 rj -Ire 15

Iq -20 21 22 2j 24 -25- 26 27 7 7 30 Legend:

Work-Study Depicting Space S k i l l s Age 4-71 '( - 9 I 9 - 11 I 11 - 13 I 13 - 17

.

~. .-

: Red--boys Blue--gir ls W-S.S.--Work-Study S k i l l s

18

TABLE 8

NUMBER OF PICTURES COMPLETED AND NUMBER OF PEOPLE INCLUDED BY BOYS AND GIRLS

19

Conclusions

1. I n this four th grade group Of ch i ldren the re

w a s a grea te r range i n c e r t a i n aspec ts of c r e a t i v e expres-

s ion (drawing and pa in t ing) than i n work-study s k i l l s

schievement.

2. The range i n drawing the human f i g u r e aspect

of ar t expression w a s g rea t e r than t h a t found i n depic t ing

space i n the p ic tures .

3. Those who ra t ed h ighes t i n work-study s k i l l s

tended t o produce more p i c tu re s with more human f i g w e s .

4. Generally those who r a t ed h ighes t i n work-

study s k i l l s were more advanced i n drawing t h e human f ig-

ure ; however, t he re were some exceptions. One of these

was an extreme exception.

5. Generally those who r a t ed lowest i n mrk-

study s k i l l s were l e s s advanced i n drawing the human f i g -

ure.

6. In general t h e work-study s k i l l s ages of. t h e

chi ldren corresponded to achievement i n depic t ing space

i n p ic tures .

7. In th i s fou r th grade group, g i r l s were more

advanced i n both aspec ts of a r t expression s tudied than

the boys.

8. In general t h e mental age, I. Q. and a b i l i t y

i n work-study s k i l l s seem to be r e l a t e d t o t h e c rea t ive

20

expression achievement of the children.

ch i ld proved t o be an extreme exception.

ch i ld r e fe r r ed t o i n conclusion number 4.

Here again, one

He i s t h e same

Implications for Teachers

1. The school program should provide var ied

experiences i n order t h a t ch i ldren may develop i n an a l l -

round way--in a r t expresston as well as work-study s k i l l s -

and i n order that ch i ldren may meet t h e i r ind iv idua l needs.

2. Teachers should encourage art experiences

which involve ideas r e l a t l n g t o people.

3 . Teachers should provide g rea t e r motivation in

order that the chi ldren w i l l be more in t e re s t ed i n tak ing

part i n a l l phases of ar t expression and completing t h e i r

work.

4. Teachers should encourage and he lp a l l ch i l -

dren t o make the maximum growth in all phases according t o

each ind iv idua l l s a b i l i t y and uniqueness.

5. Teachers should be cons tan t ly on t h e a l e r t t o

keep both boys and g i r l s i n t e re s t ed i n doing the type of'

work each i s capable of doing.

6. Keeping in mind t h a t ch i ldren develop at

d i f f e r e n t r a t e s and t h a t some have g rea t e r capac i t ies than

o thers , teachers should s t r i v e to ge t t h e bes t r e s u l t s

from each ch i ld but a t the s m e time not expect more than

the ind iv idua l can give.

21

7. Teachers should encourage parents to be in-

terested in all phases of the child's growth. An interested

parent can do much in causing the child to aevelop to the

best of his ability in all phases of growth.

22

BTBLIOGRAPRE

Alschuler, Rose H. and Hattwick, LaBerta Weiss. and Personality. Chicago: The University Press, 1947 Pp. xi + 263 .

Cunningham, Ruth. Understanding Group Behavior of Boys and Girls. New York: Bureau of Publi cations, Teachers College, Columbia University, 1951. Pp. xviii + 446.

Denver Public Schools. creative Art. Denver: Denver Pub- lic Schools, 1949. Pp. 1 + UO.

Frank, Lawrence K. "The Developmental Role of the Arts in Education," Art Education Todap New York: of Publications, Teachers College, Columbia University, 1948, PP. 23-25.

Bureau

Gesel, Arnold. Studies in Child Development. New York: Harper and Brothers, 1948 Pp. x + 2240

Hildreth, Gertrude, !'War Theme in Children's Drawings,"

Hurlock, Elizabeth B., and Thompson, J. L. "Childrenls

Jenkins, Gladys Gardner. and Shacter, Helen, and Bauer.

Childhood Education, XX (1943), 121-127.

Drawings," Child Development, V (1934) , 127-138.

William W; These Are Your ChildEen. Chicago: Scbtt, Foresman and Company, 194U . Pp, 1 + 192.

Lowenfeld, Viktor, Creative and Mental Growth. New York: The I\lacnrillan Company, 1947 . Pp. xiv + 304.

Olson, Willard C. Child Development. Boston: D. C.

Schaefer-Simmern, Henry.

Heath and Company, l Y 4 . Y . Pp. xiii + 417.

Activit Loa mgeles: University of California The Unfolding of Artistic

d 4 5 0 . Pp. xiii + 201.

Schmidl-Waehner, Trude. "Formal Criteria for the Analysis of children's Drawings," American Journal of Ortho- psychiatry, X I r (19421, 95-103.

Schultz, Harold A. and Shores, J. Harlan. Art in the Elementary School. College of Education. XLVZ, Number 16 (October, 1948), Pp. 1 + 102.

University of Illinois Bull et in, Bureau of Research and Service.

23 Spi tzer , H. F., e t al. Iowa Every-Pupil Tests of Besic

S k i l l s , T e s t m o r k - S t u d y Skills--Form N, Elementary w y , Boston:

Retarded Children," Journal of Genetic Psychology, LVII (1940) 9 249-277 e

Houghton Mif f l in Company, 1942.

Spoerl, Dorothy T. "The Drawing Abi l i ty of Mentally

Springer, N. N. "A Study of t h e Drawings of Maladjusted and Ad j u s t ed Children , Journal of Genetic Psycholo=, L V I I I (1941) , 131-138.

Stratemeyer, Florence B., and F o r h e r , Hamden L., and Mckin, Margaret G. Developing a Curriculum f o r Modern Living. New York: Bureau of Publications, Teachers -e, Columbia University, 1947. Pp. x i i t + 558.

Sullivan, El izabeth T., and Willis, W. Clark, and Tiegs, Ernest W., New Cal i forn ia Short-Form T e s t of Mental Maturity Elementary #&'( S-Form, Los Angeles: C a l i - f o rn i a Test Bureau, 1947.

Teachers College. Toward Curriculum Improvement. New Yo&: Bureau of Publications. Teachers Collerre. - _ Columbia University, 1949. Pp. 1 c 80.