Gender differences in children's artwork have been the subject of study for over 100 years. The focus of early research was quite narrow, honing in on issues such as children's gendered subject preferences, or their ability to render spatial relationships or include detail in their artwork. This has led to some stereotypical conclusions about gender with regard to particular aspects of visual representation. This paper speaks back to some of these stereotypes by discussing fundamental principles of meaning-making through drawing, and how the content of children's artworks should be viewed in relation to their form, and the processes children used as the artworks evolved. Using social-constructivism as a theoretical framework, the methodology involved interlocutor-child dialogic improvisations, on a one-to-one basis, as each child engaged in graphic and body-based action while talking about aspects of the artwork and the processes of its creation through a free-form type of narrative. Semiotics is used as an analytical framework to describe three girls' drawings (aged 5-8 years) who were selectively sampled from a larger study that involved over 100 children in drawing "what the future might be like". These girls' graphic-narrative-embodied artefacts are discussed in relation to three key themes: spatial relations and meaning; allegory and fantasy; and metaphor, abstract reasoning and connotation. The findings are discussed in relation social-cultural factors that might influences boys' and girls' gendered identities and, in turn, the content, form and processes of their artistic creations.