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Art expression Primary


Hi, Can you help?
I am on my final year of my teacher training and I am conducting a small scale research project. (Possibly KS2 Children)
The aim of my research is to find out how personal choice affects children’s art work? Why children select objects to draw?
Motivational issues, participation, processes, and why selections have been made?
I would like to focus on drawing but this will depend on the allowance of the school so other media would help! Could you please point me in the directions of relevant texts, recent research, journals etc that could be useful to me!

I very much appreciate your help.


Thank you for your question.

You may find the Teachers TV art video clip useful in your research?  It focuses on what children are saying as they do art activities, including why they like and choose different materials.

To continue your search, as well as drawing and art education, you could try using terms such as pupil motivation, art expression and pupil attitudes to see what type of literature is available?

I looked at the BEI, ERIC and AUEI and tried different combinations of keywords.  I have included some examples below.  I have also included some relevant keywords which seemed to give successful results.  Bear in mind that ERIC accepts the term elementary education instead of primary education as a search term as it is a U.S. focused database. 
For most journal articles you will need to check with your library for access to full text, however, where literature is available online I have included the links.

I hope this helps.


KS1/2 Art - Investigating Materials

British Education Index

KEYWORDS: art education, drawing, childrens art, freehand drawing, art activities, art expression, visual aids, perception, pupil attitudes.

My brain printed it out! drawing, communication, and young children: a discussion. Paper presented at the British Educational Research Association Annual Conference, Heriot-Watt University, Edinburgh, 3-6 September 2008, pp. 17. Hall-Emese.
"This paper discusses the initial findings from the first phase of a three-phase study, which focuses on the communicative potential of young childrens drawings as explored through a case study of a mixed reception/year one class. Data was collected over seven weeks in the autumn term. Each of the fourteen children were given two scrapbooks in which to collect their drawings from school and home. The drawings were discussed fortnightly in individual, audio-recorded, research conversations. The teacher and childrens parents were interviewed, and observations of the children drawing in class were also conducted. The majority of the drawings collected were produced spontaneously, and as such reflected the childrens personal interests and experiences. A wide range of factors influenced the drawings: family, friends, school activities, hobbies, the local environment, holidays and visits, stories, television etc. In terms of thematic content, gender differences were identified in support of previous studies, with the boys preferring action scenes, vehicles and objects and the girls drawing more tranquil scenes and figures, often including hearts and flowers. It was also possible to build an understanding of individual childrens motivations for drawing, their different purposes, and the different contexts in which their drawing activity took place (author abstract)."
URL: http://www.leeds.ac.uk/educol/documents/174158.doc

Primary-age childrens attitudes to art, art making and art education. International Journal of Education through Art, 2008, vol. 4, no. 2, p. 177-193, ISSN: 1743-5234. Gibson-Robyn.

Attitudes to making art in primary school. International Journal of Art and Design Education, 2005, vol. 24, no. 3, p. 243-253, ISSN: 1476-8062. Watts-Robert.

A review of childrens, teachers and parents influences on childrens drawing experience. International Journal of Art and Design Education, 2006, vol. 25, no. 3, p. 341-349, ISSN: 1476-8062. Rose-Sarah-E, Jolley-Richard-P, Burkitt-Esther.

Pre-school childrens preferences for drawings of a similar complexity to their own. British Journal of Educational Psychology, June 1988, vol. 58, no. 2, p. 165-171, ISSN: 0007-0998. Brooks-Michael-R, Glenn-Sheila-M, Crozier-W-Ray.

The effect of instructions on view-specificity in young childrens drawing and picture selection. British Journal of Developmental Psychology, November 1989, vol. 8, no. 4, p. 393-400, ISSN: 0261-510X. Beal-Carole-R, Arnold-David-S.


How We Feel about Art. Arts and Activities, Jan 2002, vol. 130, no. 5, p. 41, ISSN: 0004-3931. Daniel-Carol.
"Explains that at the end of a middle school's quarter, the author's students were asked to share their feelings about art in one sentence. The students' comments were made into a poster to display their ideas as a class. (CMK)."

The Effects of Observation Coaching on Children's Graphic Representations. Early Childhood Research and Practice, Spr 2008, vol. 10, no. 1, pp. 15, 16 refs., ISSN: 1524-5039. Vlach-Haley-A, Carver-Sharon-M.
URL: http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ848821


Types of spontaneous drawing : what children draw as an indicator of why they draw. Australian Art Education, Autumn 1992, vol. 15, no. 3, p. 3-12, ISSN: 1032-1942. Duncum-P.
"In this article a classification of types of children's spontaneous drawing is presented, and it is assumed that different types are one indicator of children's diverse motivations for drawing. A three-dimensional grid is proposed consisting of three dichotomies: narrative and separate object, borrowed and self-generated, and factual and fictional. In addition, seven types of narrative are identified: repetition; juxtaposition; event with, and without, a pictured narrative element; separate object; comic strip; and superimposition. The literature is reviewed and examples are drawn from an historical study as well as children observed by the author. (Author abstract)."


Freehand drawing Observation


drawing, art, objects, choice, selection, pupil motivation, pupil attitudes, primary

The TTRB E-librarian service is no longer in operation.
However, if you look through previous E-librarian responses you will find help and advice about searching which you can apply to your own questions and find lots of useful material both in the TTRB itself and elsewhere. 
Have a look at the Useful Search Tips page for advice on searching the TTRB itself.
Many thanks to everyone who has submitted questions to the E-librarian, we hope that you have found the service useful.


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Art and Design, Key Stage 1, Key Stage 2

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