INFLUENCES ON EXPRESSION OF GENDER IN THE ART OF CHILDREN By Randilynn Mitchell

INTRODUCTION

! Bachelors Degree in Studio Art from Williams Baptist Collage 2011 ! University of Florida Art Education Graduate Student ! A substitute teacher for the Warren School District ! Administrative Assistant to the Bartholomew Baptist Association in Warren, AR Randilynn Mitchell

INSPIRATIONS

Puppy Dog Tails or Sugar & Spice? I observed a young boy drawing while surrounded by three older sisters. He drew differently with his sisters than he did with his male friends.

I observed another boy surrounded by all girls start to draw stereotypically like a boy but change to a more feminine drawing during the assigned drawing time.

RATIONALE & CONNECTIONS

Need for this study

To consider and understand methods of gender socialization in young students and how it relates to art education. To aid in the development of more gender friendly art curriculum, positive learning environments, and gender equitable classrooms where all students can learn freely.

RESEARCH QUESTIONS

You let your son play with dolls! Arent you afraid he will turn out to be

! What are students concepts about gender roles? ! Will students unconsciously transfer their understood gender roles into their self-expressions so they are in accord with societal gender stereotypes? ! With this transfer of gender roles to gender expressions, will students unknowingly influence their peers to do the same?

What a DAD!?

LITERATURE INSIGHTS

Between the ages of 2-5, childrens gender roles become solidified, families affect a childs view of gender roles, and the majority of boys and girls produce different gender specific artworks (Boyatzis & Albertini, 2000; Chen, 2005; Fine, 2010; Pomerleau et al., 1990; Reeves & Boyette, 1983; Robinson, 1986; Tuman, 1999; Weinraub et al, 1984). Boys subject matters are violence, sports, fantasy, people in profile positions, war, and vehicles while girls draw houses, people in frontal positions, tranquil scenes, nature, and realistically (Flannery & Watson, Reeves & Boyette, 1983; Salkind & Salkind and Tuman, 1999). With the help of their playmates, children clarify questions, and reinvent the experiences, cultural concepts, and values that impact their lives (Ivashkevich, 2006, p. 57).

METHODOLOGY

I studied a group of 18 third grade students from a Southeastern Arkansas charter elementary school for six nonconsecutive days.

My methodologies included participatory observation, questionnaires, a writing prompt and four drawing tasks to inform my topic.

I collected, organized, observed, and analyzed the surveys, writing prompts, and drawing tasks to better understand the expressions of gender in children.

FINDINGS

Some male drawings crossgendered into feminine subject matter while the girls remained more focused to their assigned gender. Overall the students in this study depicted males/females doing stereotypical activities, and drew their appearances in stereotypical manners. Peers shared ideas and opinions about gender during the drawing tasks and writing prompts. (Ex: girls cannot play football).

CONCLUSION

Students in this study were mindful of the social differences between males and females that are similar to adult views. Overall participants created artistic expressions that conformed to society gender roles. Students are gender socialized by the major social institutions that surround them the most (their peers). Students will confirm their roles as artist based on their artistic education (with peers and teachers).

SO WHAT?

Boys will be boys. Girls will be girls. Monkeys will be monkeys. Just about everything will be the things they are. Thats how it worksright? Are students feeling restricted to gender specific subject matters in their artistic expressions? Art teachers can help encourage students to break free from those gender expressions and push past what students feel they should draw because of their gender.

WHATS NEXT?

Gender Friendly Cur riculum

Understanding personal gender biases so there is no hidden curriculum presented. Assist students in locating their own stereotypes. Represent male and female artists Insights about to whom an art piece is trying to appeal to.

Fur ther Research

Gather a greater age range of participants (k-12th grades). Observe drawings with and without peer influences to understand the extent of gender expressions Do not be limited to one demographic or location.