Copyright 1987/1988/1993 by Rawley Silver, reprinted with permission

No portion of this work may be copied without written consent by Rawley Silver.

The following are excerpts from

The Draw A Story Instrument

The instrument includes two arrays of stimulus drawings. Form A, the original array, consists of 14 stimulus drawings selected from both the Silver Drawing Test and Stimulus Drawings and Techniques because they seemed to have prompted negative fantasies in earlier studies.

Form B has been added to offset the negativity of Form A, to expand the range of choices, and to provide a second scored response.

The drawing task asks respondents to choose two subjects from an array of stimulus drawings, imagine something happening between the subjects they chose, then show what is happening in drawings of their own. When drawings are finished, they are given stories or titles, discussed, then scored on the five point rating scale shown in Figure 2-1.

Administering the Draw A Story (DAS) Task

The age range is from five years to adults. Although there is no time limit, most respondents complete the task within 10 minutes. It can be administered and scored by teachers as well as art therapists, psychologists, and other clinicians.

The task can be presented individually or to groups. Individual administration is recommended for children and adults who may have difficulty understanding directions, for children younger than seven, and for respondents who axe being examined clinically. Individual administration can provide opportunities for observation and discussions that may be unsuitable for groups.

It is important to provide a relaxed atmosphere and to avoid comments that may be intimidating, such as suggesting that this is a test of talent or intelligence.

Give each respondent a copy of the drawing page, a pencil with eraser, and Form A. For children younger than ten and others who may have difficulty reading directions, hold up the form and say:

"I believe you will enjoy this kind of drawing. It doesn't matter whether you can draw well. What matters is expressing your ideas and telling your story. Here are some drawings of people, animals, places, and things. Choose two of these ideas and imagine a story. Make believe something is happening between the subjects or pictures you choose."

"When you are ready, draw a picture of what you imagine. Tell your own story about your two pictures, and make your drawing tell the story. Show what is happening. Feel free to change these drawings and to add you own ideas or pictures in order to tell more about your story."

After drawing has started, minimize discussion and avoid interruptions, including your own. When drawings are finished, ask respondents to write the story in the space below and fill in the blanks at the bottom of the page. If respondents have difficulty complying, ask them to dictate as you write in the space provided.

Finally, initiate discussion in order to clarify meanings. Some respondents may feel threatened if asked to identify the subjects they represent. Instead, it is often useful to use the metaphors or symbols in the drawing. For example, if the subject is a mouse, you might ask how the mouse feels, what happened before, or what may happen later on. Look for verbal clues in the use of personal pronouns and the subjects of sentences.

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