AN INVESTIGATION OF CHILDREN'S PERFORMANCE ON THE CHILDREN'S EMBEDDED FIGURES TEST AS CORRELATED WITH CHILDREN'S DRAWING ABILITIES, CLARK'S VISUAL CONCEPT GENERALIZATION TEST, THE IOWA TESTS OF BASIC SKILLS, AND THE COGNITIVE ABILITIES TEST

The purpose of this investigation was to study relationships among a number of variables, some of which are related to cognitive style and others that are correlated with children's drawing ability. Procedures employed were: (1) Children's Embedded Figures Test (CEFT) administered individually, (2) Cognitive Abilities Test (CAT) administered by classroom teachers, (3) Visual Concept Generalization Test (VCGT) administered by Gilbert Clark, (4) Iowa Tests of Basic Skills (ITBS) administered by classroom teachers, (5) Three drawing ability tasks administered by researcher, (6) Pearson Product Moment Correlations were computed among all the variables using the Statistical Analysis System (SAS) Correlation procedures, (7) Spearman Rho Correlations were computed among the variables using the Statistical Analysis System (SAS) Correlation procedures, (8) Conclusions were drawn and recommendations and implications stated based on the findings. This research can help art educators by suggesting alternate measures for use in identifying and testing art students. This research attempted to learn more about art behaviors and other characteristics of art students by using objective and subjective tests in the research. Art educators should be aware that a student who is able to excel at looking at and talking about art, that is, to make superior visual discrimination judgments, may not demonstrate superior skills in drawing tasks. Art curricula, therefore, should emphasize several areas of art content.