An Investigation of Fourth Grade Students' Ability to Recognize and Create Positive or Negative Emotions in Artwork
The purpose of this study was to determine if fourth grade students would be able to recognize the elements of art that provoke positive or negative emotions after instruction, and then integrate them into their own art project. Fifteen fourth grade students completed a pre-questionnaire followed by instruction on the seven art elements and visual examples of how they can be manipulated to portray certain emotions. Students then chose an emotion to convey throughout their own artwork using the art elements as their guide. A reflective journal writing activity followed the art production in which students depicted where they represented each art element in their project and explained how they used the element to portray the chosen emotion. The researcher and , a peer evaluator evaluated the students' work with a rubric to verify that the students did or did not utilize the art element. Finally, the students completed a post-questiom1aire that was compared to the answers of the pre-questionnaire to examine if the researcher's instruction aided in the knowledge of the art elements and how they can be manipulated to portray a positive or negative emotion. Results from the questionnaires indicated that the majority of the students' comprehension of how the art elements can portray positive or negative emotions did increase. In addition, all but three of the students utilized each one of the art elements in their projects, which was relayed through the reflective journal writing activity by each student and was evaluated by the researcher through content analysis.