Back to Draw a StoryStimulus Drawing Introduction
Copyright 1981/1982/1986/1989/1991 by Rawley Silver, reprinted with permission
from its original publication.
No portion of this work may be copied without written consent by Rawley Silver.
The following is an excerpt from
Silver, R. A. (1991). Stimulus Drawings and techniques. Sarasota, FL: Ablin Press.
Introduction
The stimulus drawings (SDs) consist of 50 line drawings of people, animals, places, and things presented on 3" x 5" cards. They may be used as a therapeutic technique, a developmental technique, or an assessment technique.
The therapeutic technique is based on the observation that different individuals perceive the same SDs differently, that past experiences influence their perceptions, and that responses to the drawing task may reflect facets of personality in ways that can be quantified. Thus the SDs may be used to stimulate personal associations and fantasies.
The developmental and assessment techniques are based on the premise that drawings can be a language of cognition paralleling the spoken word, and that cognitive skills can be evident in visual as well as verbal conventions. Although these skills have been traditionally identified, developed, and assessed through words, they can also be identified, developed, and assessed through drawings.
In these techniques, the SDs are presented as a task. The respondent is asked to "Choose two or more of these picture ideas, imagine something happening between the subjects chosen, then depict what is happening in a drawing." When drawings are finished, they are given titles and discussed so that meanings may be clarified. Copying is discouraged. Emphasis is on expressiveness rather than skill. Responses may be used in therapy, development, or assessment, as will be discussed below.
The response drawings that illustrate this text were made by individuals participating in experimental art programs as students, not as patients or clients. In many instances, there were no opportunities to discuss the drawings, and little background information was available.
Traditionally, art therapists present unstructured drawing tasks with instructions such as, "Draw the way you feel," or "Develop a drawing from a scribble " (Kramer, 197 1; Lachman-Chapman, 1987; Rubin, 1987; Ulman, 1987). Although the SD task is structured, it is less so than projective techniques that specify what one should draw, such as, "Draw a man." (Harris-Goodenough, 1963); "Draw a whole person." (Koppitz, 1968); "Draw a house, a tree, a person." (Buck, 1948); or, "Draw your family doing something." (Burns & Kaufman, 1972).
The SD approach is based on the idea that structuring does not necessarily inhibit spontaneity. If a task remains open-ended, if it offers choices and freedom to make decisions, then setting limits may provide support and encouragement, particularly when drawing from imagination is a new experience.
page 7.
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