Page 67 - Kukanja Gabrijelčič, Mojca, and Maruška Seničar Željeznov, eds. 2018. Teaching Gifted and Talented Children in A New Educational Era. Koper: University of Primorska Press.
P. 67
Gifted Children’s Drawings and Significant Others’ Needs
Table 8 Judges’ Scores for George’s Case Family drawing Class drawing
FDGRS grades . .
Vitality/Creativity . .
Sense of pride/Happiness . .
Susceptibility . .
Emotional distance/Isolation . .
Volume/Anger . .
Role Reversal . .
Bizarreness/Disorganization
ties approaching other children of his age although he finally enjoys being
among them.
George drew his family members on the left half of the sheet in which
he had already drawn his intergenerational tree before the interview. The
figures appeared to be compartmentalized into sub-frames, while his-self
figure frame distinguishes with an embellished double line entitle ‘Me.’ As
noted in the previous case, the fact that he wanted to include his genealogi-
cal tree may suggest the importance of the bonds with the extended family
(Reynolds, 1978), and it may also reveal a ‘disruptive’ effect to which the fam-
ily is exposed. Regarding the designing style, compartmentalization of one-
self to a separate frame and especially the separation from the father, sug-
gests strong insecurity (Burns & Kaufman, 1970), lack of communication with
other members and the need to isolate or remove threatening individuals
(Reynolds, 1978).
The low rating in the dimension Sense of Pride/Happiness is the result of dis-
proportionation of the family size regarding the sheet size, occupying less
than half the sheet and also due to the lack of details and embellishment,
especially on side of the family. The figures are floating on the air, isolated
in different frames. The self-figure is ugly with sharp edges (hands and legs)
and designed in a harsh way. In general, his drawing doesn’t imply that in-
teraction between family members is welcomed. Role Reversal is also high
because of the relative sizes of the self-figure compared with that of the fa-
ther’s. His drawing had also lots of smudges and false starts which resulted
in high rates of the rest of the negative dimensions (Fury et al. 1997; Leon et
al., 2007; Pianta et al., 1999).
In a similar way, his class drawing was deemed as one that reflects nega-
tive feelings. The lines are chaotic and they could possibly indicate existing
feelings of anxiety, pressure, and the need for isolation. The absence of any
person is remarkable, which may be related to the difficulty he faces to ap-
65
Table 8 Judges’ Scores for George’s Case Family drawing Class drawing
FDGRS grades . .
Vitality/Creativity . .
Sense of pride/Happiness . .
Susceptibility . .
Emotional distance/Isolation . .
Volume/Anger . .
Role Reversal . .
Bizarreness/Disorganization
ties approaching other children of his age although he finally enjoys being
among them.
George drew his family members on the left half of the sheet in which
he had already drawn his intergenerational tree before the interview. The
figures appeared to be compartmentalized into sub-frames, while his-self
figure frame distinguishes with an embellished double line entitle ‘Me.’ As
noted in the previous case, the fact that he wanted to include his genealogi-
cal tree may suggest the importance of the bonds with the extended family
(Reynolds, 1978), and it may also reveal a ‘disruptive’ effect to which the fam-
ily is exposed. Regarding the designing style, compartmentalization of one-
self to a separate frame and especially the separation from the father, sug-
gests strong insecurity (Burns & Kaufman, 1970), lack of communication with
other members and the need to isolate or remove threatening individuals
(Reynolds, 1978).
The low rating in the dimension Sense of Pride/Happiness is the result of dis-
proportionation of the family size regarding the sheet size, occupying less
than half the sheet and also due to the lack of details and embellishment,
especially on side of the family. The figures are floating on the air, isolated
in different frames. The self-figure is ugly with sharp edges (hands and legs)
and designed in a harsh way. In general, his drawing doesn’t imply that in-
teraction between family members is welcomed. Role Reversal is also high
because of the relative sizes of the self-figure compared with that of the fa-
ther’s. His drawing had also lots of smudges and false starts which resulted
in high rates of the rest of the negative dimensions (Fury et al. 1997; Leon et
al., 2007; Pianta et al., 1999).
In a similar way, his class drawing was deemed as one that reflects nega-
tive feelings. The lines are chaotic and they could possibly indicate existing
feelings of anxiety, pressure, and the need for isolation. The absence of any
person is remarkable, which may be related to the difficulty he faces to ap-
65
