Age group 9-11 interaction of advances in drawing and popular culture

In psychology one of the widely used methods for assessing the childs mental capacity, family relations and unexpressed feelings, is to let them draw pictures. Therefore drawing activity should be regarded as a `self-expression base without boundaries for the child? rather than a `technical discipline with solid rules?. The instructor should be only responsible for indicating the theme and avoid further guidance and restrictions. In such cases, most preferred theme is `you and your family?.However, when we consider ages 9-11, studies ignoring changes in the socio-psychological conditions of the child shall obstruct us in obtaining useful information. At that age the child has become a somewhat socialised member of the public and is no longer focused solely on the family. One of the natural consequences of socialisation is `the challenge for distinction among other group members?, which start emerging at that period. Moreover this fact various messages are being submitted to the inner world of the child through diverse channels. These are carried occasionally by personalities gaining recognition through reading or by popular heroes of the mass communication means. Most of the times the child selects its icon among others served by exterior authorities without even becoming aware of its potential freedom. Its selection might be the result of a superficial appeal or the reflection of a psychological trauma.Under such circumstances, expecting the child to express itself only through its bounds to the family is nothing more than confining the freedom of self-expression. The study `Age group 9-11; Interaction of Advances in Drawing and Popular Culture? goes one step beyond and requests the child to express itself through its `hero?, which may be taken from broadcasting, fairy tales or from the reality world such as family members of historical figures. The study exhibits a simple method of application and a metric of evaluation. The evaluation is based on the comparative analysis of the hero?s origin, compositional layout of the drawing and expected level of drawing abilities of the child. Results of the analyses are compared with the conclusions from relevant literature and tested for compatibility. A qualitative metric has been defined for evaluation and the categories are tested for difference using Chi-square hypothesis test