Date of Award

3-1981

Document Type

Thesis

Degree Name

Master of Arts in Art Therapy

Department

Art

First Advisor

Wendell Rivers

Second Advisor

Evadne McNeil

Abstract

This thesis investigates the art therapy practices used with moderately and mildly mentally retarded adults, focusing specifically on developmental art patterns, the urge to copy, and the presence or need for symbolic meaning in artistic expression. Conducted within a private residential facility, the research employs a qualitative approach rooted in developmental psychology and art therapy theory. The work examines how adult residents respond to structured and unstructured art exercises that mirror the developmental stages observed in children, particularly those outlined by Lowenfeld and Brittain.

The study identifies key behaviors and tendencies—such as the inclination to imitate forms, repeated use of certain shapes, and the personalization of symbolic content—as important indicators of cognitive and emotional engagement in art. Four main stages of artistic development are explored through a sequence of exercises: Scribble, Preschematic, Schematic, and Gang stages. The residents' artworks are analyzed for recurring patterns, labeling behavior, and the use of geometric and personalized symbolism.

Notably, the study finds that many residents show strong copying tendencies, not as simple mimicry, but as part of a creative and cognitive process that reflects their internalized understanding and personal meaning-making. Symbolism emerges organically, with some residents using unique and personalized elements that suggest emotional investment and identity formation.

This research bridges clinical observations with theoretical insights from art therapy pioneers like Prinzhorn, Jung, and Kellogg, as well as educational psychologists such as Piaget. It offers a nuanced view of how mentally retarded adults engage with artistic processes and proposes that their artwork is a valid and valuable form of psychological communication and self-expression. The thesis ultimately argues for a therapeutic framework that honors developmental variance and encourages meaningful, symbolic creation as a pathway to growth and emotional health.

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