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Form sheet for Artists. Side 2. DAPA development 1994 © sue Hacking. Age Sex m/f Art Training (tick) A level; Foundation; Degree; Post Grad. Currently practising? Media most used: paint; print; sculpture; 3d; design; other write This test takes about 5 minutes. Thank you for your co-operation in this test. I am seeking to understand what is meant by artistic terms in practice. Please answer both questions as clearly as possible. 1. Look at the sheet of reproductions of works of art (other side). For each picture, delineate in red, the dominant form, as closely as you can to the contours of what you see as the single most dominant form in that picture. If the question is inapplicable to the picture, write ‘none’ at the bottom. 2. What do the words ‘dominant form’ mean to you in the above sentence? Give a brief definition of your understanding of what a form is. You may refer to the pictures if you wish. You can take from 2 to 3 sentences to half a page. 410
3. Research Questionnaire on Dominant Form for Raters. Test sheet1. DAPA Hacking and Foreman 1999 © Dominant Form This study is part of an experiment to find ways of describing a picture. This is not the whole of the study but one of the elements being tested. Please try to understand the explanation given by the experimenter as if you were part of a group trying to score exactly the same as everyone else. DEFINITION: An object or space enclosed by a boundary, explicit or implicit. It should be exceptional in Size and/or Colour Contrasting hue/intensity/saturation. It should be single (there must not be two opposing forms). The shape may be repeated, the repetitions will be smaller or less intense. It is usually a regular shape. What is going on in the picture (the content or narrative) is secondary to the structure. It need not be a recognisable shape or a person. When you have understood the explanation to the experimenter’s satisfaction, you will be asked to rate some pictures. Keep this explanation by you and refer to it every time. The experimenter will now describe the grid system. Please look at the picture as a whole first, can you see a shape which is large, singular and whose outline is generally echoed throughout the picture? Point out to the experimenter which squares the shape occupies. Cut off extremeties which are not integral to the regular shape. The shape must occupy more than 25% of the square to be counted. 411
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The psychopathology of everyday art
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Table of Contents Page Number Chapt
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List of Illustrations, Figures and
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quality. 113 Table 5: Reliability s
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Table, boxplot and spreadplot 1e (b
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Table 19: Correlation for DAPA vari
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Acknowledgements, thanks and forewo
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concludes on the effectiveness of t
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or drawing progresses, relationship
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The link between genius as a produc
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again by a multidisciplinary team w
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theoretical foundation relating art
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the content of which was seemingly
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approach. Some of the major critici
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Gestalt Analysis Rudolph Arnheim ha
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molar level and not by individual e
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Attempts to lists characteristics o
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tests are still popular in assessme
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investigation of artwork, but few h
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expressions of a disordered psyche.
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own paintings, or on interpretation
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pointing to integrative or global j
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Chapter Two: Review of the recent l
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etrieved from the Psychlit, which p
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a major proportion of the study mat
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psychopathology, something which is
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3 13 5 5 5 1 3 2 10 0 0 2 11 0 0 3
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social/developmental energy theorie
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advanced from all types of papers b
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Art therapists begin their career f
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talent and therefore do not fit in
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2. Research studies There were two
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Method of study or description of t
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olds and only 2 with over 60s. The
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form of this expression and how it
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Content: 16 studies reported change
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Pictures by bipolar depressives sho
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This section does not deal strictly
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correlation of art elements with de
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of form 154 . The formal elements w
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ecognise and work through the situa
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Conclusion The use of art was not i
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Thematic interpretation varied with
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(2) to find out how the art relates
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There were 7 demographic variables:
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No. 1 judges 2 3 4 60 No. 2 Study 3
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satisfactory classification as it i
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or non-art tests which were not see
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favoured (12% n=6) over post measur
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procedures, or publishing bias, sin
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Table 8b. Analysis of variance perf
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spread between subjective and objec
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are linked to those artistic charac
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3 Demographic variables were used f
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Table 2. Diagnostic groups for 70 s
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However, there were few tests which
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include recognisable or identifiabl
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and emotional indicators in drawing
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The DDS (1988) study was an explora
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which were not significant - and I
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eliability studies or studies which
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Thematic variables Table 1: reliabi
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etween grades of the same diagnosis
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personally expressive images than '
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to trees (52); size of figure (75);
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Table 4: reliability statistics and
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Line Table 5: reliability statistic
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Purpose or use of line contained on
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Shape variables (study no.) (o) obj
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Colour Table 7: reliability statist
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number of colours. Furthermore with
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subcategories were congruous and al
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(35, 46, 36, 38, 33); and indicator
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Summary: There are unresolved defin
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Summary: The effect which distingui
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Summary: Striking variation in glob
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Reliability: Perseveration is a non
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(including schizophrenics) against
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The studies are difficult to sum up
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indicate greater agreement (even th
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Two weaknesses lie in the simple ca
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of drawing areas and to quantify wh
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Is Meta Analysis appropriate for th
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techniques which compensate for unr
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drawing evaluation with comments fr
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There are few answers to this criti
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attention to overall effect sizes t
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The 'File Drawer Problem' (refer ba
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Table 2. All variables for 11 studi
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Less than a third of the drawing ar
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Case study and controlled research
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potential for psychiatric populatio
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only are discussed (indicators whic
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specific areas of positivity could
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Rating Guide (Hacking & Foreman 199
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Table 2: Summary table of expected
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Previous methods of assessing atomi
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cases as to whether informed consen
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It was decided to use a large mixed
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paintings was not reliable enough t
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computed on any of these levels. Gr
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The DAPA (Descriptive Assessment fo
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The extremes of the distribution fo
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The difficulty with using t-tests i
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addition it leaves out other variab
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nebulous for reasonable conclusions
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identified were included in the stu
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DISCUSSION • The validity of the
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and the test used terminology which
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How the data were structured Althou
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How well does the method agree? Tab
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- 76% - of the scales were rated wi
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Green Blue Brown White Black Intens
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All of the scales were understood b
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Table 1: Demographics for experimen
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classify, even as in and out patien
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score for each subject was a ratio
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each participant received the same
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Results Interaction effects: The me
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was no evidence of impoverishment f
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Chapter 5. Results This chapter pre
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appendix 2) and these were left in
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fairly small, less than 0.1, indica
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Red, Green, Black, Drawn Line, Emot
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1. Neither schizophrenics nor depre
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schizophrenia was indistinguishable
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Black: Black is the darkest colour
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the other groups since no confidenc
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Drawn line: The normal distribution
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proportions of empty space in the p
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1. Depressives showed significantly
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function contributed significantly
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the discriminant analysis. It will
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Subordinate Analyses Interaction ef
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Table 15: showing correlations betw
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2. Intensity showed a correlation o
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quality and reliability of their me
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as being unreliable, would be metho
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There would be a correlation betwee
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Figures 3. Map of Associations betw
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Schizophrenic pictures showed corre
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The DAPA results for depression are
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abusers 308 , but not the schizophr
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Control pictures showed the only as
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yellow Structural variables Figures
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directly, to answer this question.
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yellow and green, its removal would
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Schizophrenics used little colour e
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directly to the environment; assess
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influence on apparent negativity. W
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ather than for schizophrenia 335 .
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Supporting this point, the focus ar
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Several kinds of difficulties were
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portraiture, so it is difficult to
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1, as generally the scores for schi
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numbers resulted in differentiation
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at or above the usual level. Person
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size (_=0.36) which contrasts wildl
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sets had all the identified high ef
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hospital; the mean of up to 10 pain
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eliability of the test and shows th
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Chapter 7. Conclusion This thesis r
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probably because the form variables
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etween different groups of patients
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previously unexplored, which comple
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statistical tests and missing data
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psychopathology in clinical diagnos
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6 scales to categorise commonalitie
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Orientation of the researcher, what
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Validity Analysis of controlled stu
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_ 2 _ _ _ _ 2 _ .3_ 1 1 _ B _ 2 1 2
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6j. Standard differences from mean
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Correlation table 16 for DAPA varia
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eliefs to depression. cannot be mat
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Table 4: summarising changes or sig
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Table 6: summarising changes or sig
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13 22y. male Violence and substance
Page 360 and 361: Crosstabulations 1-6: contingency t
Page 362 and 363: Crosstabulation 3: ORIENTATION By B
Page 364 and 365: Crosstabulation 5: FORM OF EXPRESSI
Page 366 and 367: Reliability Study Chapter 4 - Metho
Page 368 and 369: Raters R1-7 score for ORANGE, pics
Page 370 and 371: -4_ _ R-A _________________________
Page 372 and 373: e _ _ -4_ _ R-A ___________________
Page 374 and 375: c _ _ e _ _ -4_ _ R-A _____________
Page 376 and 377: Appendix 3 Table of Authorities 1.
Page 378 and 379: connection from victim to victimize
Page 380 and 381: Hodnett, M.L. (1973), A broader vie
Page 382 and 383: Muller-Braunschweig, H. (1975), Psy
Page 384 and 385: Siegel, L. (1988), The use of mural
Page 386 and 387: Psycho-Analysis , V.6(2):183-200. 3
Page 388 and 389: 10 Fagin, I. (1983), Images of grow
Page 390 and 391: Institute Creative Arts Therapy Rev
Page 392 and 393: psychotics, Perceptual and Motor Sk
Page 394 and 395: Appendix 4 Development of the Descr
Page 396 and 397: D.A.P.A. DESCRIPTIVE ASSESSMENT OF
Page 398 and 399: INTENSITY DEFINITION: Firstly, the
Page 400 and 401: SPACE >10% >25% >55% >80% >100% DEF
Page 402 and 403: Part 2 Rating Sheet for DAPA: Hacki
Page 404 and 405: Rating Sheet for Casenotes DAPA ver
Page 406 and 407: D.A.P.A. DESCRIPTIVE ASSESSMENT OF
Page 408 and 409: Intensity DEFINITION: The brightnes
Page 412 and 413: Appendix 5 Permission for study, in
Page 414 and 415: North Staffordshire Health Authorit
Page 416 and 417: Psychiatry Dept., School P.G. Medic
Page 418 and 419: Bibliography 418
Page 420 and 421: Psychiatry, 152(suppl.1): 33-57. Ca
Page 422 and 423: V.11: 139-143. Kaplan, F.F. (1996),
Page 424 and 425: Reuven, S.K. (1998), Reversal of a
Page 426 and 427: Blackwell. Arrington, D. (1992), Ar
Page 428 and 429: MacGregor, J.D. (1989), The Discove
Page 430 and 431: Research (ICD-10 DCR), Geneva: Auth
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