A comparison of the styles of projective drawings of black and white school children
All too often people tend to label children on the basis of tests, without knowing if the test is indeed a valid test instrument for those particular children. In our South African multilingual, multicultural, society we cannot necessarily transpose a set of test norms derived from testing a white Anglo Saxon population in the United States. Intellectual and projective tests need to be examined to ascertain whether they are culture-fair and can be used for any specific cultural group without disadvantage.In this qualitative exploratory case study, black and white, latency age, learners attending a Model C Government Primary School in the North of Johannesburg were tested. Buck’s House-Tree Person (H-T-P) Projective Test was used. The drawings were examined for differences in style which if present could indicate differences in self-concept.The findings were that there were more variations seen in the drawings within each group, rather than between the two groups. Furthermore it was noted that the self-concept findings were not necessarily dependent on the emotional factors apparent in the graphomotor aspects of the three drawings. The results,although preliminary and not conclusive, support the universal-developmental perspective of drawing styles. This viewpoint supports the notion that drawing styles are not culture-bound.