本研究探討原住民兒童在繪畫作品中呈現的自我概念，可提供教師在進行美術教學時對兒童的個別差異有更深的認識與瞭解，能運用在未來藝術教育教材的編排或是課程的安排。透過蒐集高屏地區巴楠花國小和古華國小的原住民學生所畫的人物畫與主題畫，以改編羅恩費爾兒童繪畫理論分析表，進而分析，兩所原住民學童在自我概念中的生理成長、社會成長以及感情成長的內涵與差異。
本研究對象為國小中高年級，年紀落在9-12歲間的原住民學童，一所學校是屏東排灣族的古華國小，另一所則是高雄布農族的巴楠花部落中小學，共47位學生所畫的人物畫與主題畫做為本研究的樣本。研究方法以文獻分析法、改編羅恩費爾的兒童繪畫分析表以及專業教師意見作為研究的分析，結果發現原住民學童在圖畫中呈現的自我概念有其共通性與差異性，可分成四項概述如下：
1.生理成長表現：
人物表現的結構兩所學校並沒有特別的差異，其中出現常遺漏的部位耳朵和脖子也與前人的研究結果相符合，學童在寫實的描繪上都較注重上半身的表現。巴楠花國小學童在服裝的細膩度則有較多的原住民族圖紋表現，還有在人物的性別表達較清楚，使用服裝、髮型、肌肉等去強化性別概念。
2.社會成長表現：
兩所學校的孩子表現的社會成長都符合該階段的發展，兒童會因為同儕的影響去選擇畫面的表達，古華國小學童在人與人交流的描寫還有人與環境的關係都比較多而且協調，而巴楠花國小學童在群體和原住民族文化上的表現是有較高的意識的。

3.感情成長表現：
兩所學校的孩子表現的感情成長都符合該階段的發展，古華國小的學童使用筆觸和線條的表達較純熟，巴楠花國小學童則是把描繪重點放在細節和誇張的表現，各有發展的增長。
4.繪畫中的自我概念與表現形式：
能畫出越豐富畫面的學童自我概念成長是越高的，而且原住民族群文化的影響皆在畫面中呈現出來，從中感受到學童對自我文化的認同，本研究也發現了學童創作時人物畫是以「性別」、「自我」、「個性」的表現順序，主題畫則是「環境」、「友誼」、「感情」、「文化價值觀」這樣的順序表現。

This studyexplores the self-concept of drawing expressions for indigenous children, whichprovides teachers a better understanding on individual differentiation ofchildren in art classes. In addition, the study will give some advice on theedition of art textbooks and curricular design in the future. Figure paintingsand thematic paintings from Padan Asang and Kuabar elementary schools inKaohsiung and Ping-Tung Areas are collected and analyzed by an adaptedLowenfeld’s stage theory of children’s drawing development chart. In addition,the study compares the content and differences of drawings from two elementary schoolsfor psychological development, social development, and emotional development.
   
 Indigenous students from the age 9 to 12participate in the study. They are from Payuan tribe in Kuabar elementaryschool in Ping-Tung and Bunun tribe in Padan Asang elementary school inKaohsiung. The samples of the study are taken from figure paintings andthematic paintings from 47 students. The study is conducted with the documentanalysis, an adapted Lowenfeld’s stage theory of children’s drawing developmentchart, and opinions from professional teachers. The results of the studydemonstrate commonalities and differences in the self-concept of drawingexpressions of indigenous students in psychological development, social development,emotional development and the self-concept and format expression of drawings.
1.     Theexpression of the psychological development
        Thereis no significant difference in figure drawings for two elementary students. Thefrequently missing of ears and necks in figure drawings is consistent with theprevious study. Studentsfocus more on the upper part of the body in the realistic portrait. Thedrawings of outfits from students in Padan Asang elementary are more exquisitewith more indigenous patterns. In addition, they are skilled in featuring thegender identity by outlining with outfits, hairstyles, and muscles.  

2.     Theexpression of the social development
The drawingexpression of the students from two elementary schools is accordance with thesocial development stage. The drawings of children are influenced by theirpeers. The students in Kuabar elementary school have better performance in theexpression of drawings in the social development than those in Padan Asangelementary school. They show more harmony in the interaction with people andthe environment in drawings, and students in Padan Asang elementary school areself-aware of their indigenous cultures.

3.     Theexpression of the emotional development
                Both Students from Kuabar elementary school and PadanAsang elementary school areaccordance with the emotional development by observingtheir drawings, yet the expression in the drawings is different. The studentsin Kuabar elementary draw sophisticatedly in strokes and lines, and thestudents in Padan Asang elementary emphasize ondetails and express extravagantly intheir drawings.

4.     Theself-concept and format expression of drawings
The more colorfulof the drawing students can draw, the more development of the self-concept ofstudents can be expected. From their drawings, they show the cultural identityand the influence of their indigenous cultures. The topic of figure drawings inthis study is followed orderly by sex, selfhood, and personality. Moreover, thetopic of thematic drawings is followed sequentially by the environment,friendship, emotion and culture value.