Research into Practice: Strategies for the Teaching of Drawing

Full text


 !"#
"$%"&
!
Research into Practice: Strategies for the Teaching of Drawing
'(
)& )*!
*+ )*!
,-'
Abstract
!!!#&(&#
&+. (!!'/'0
(& (!!(&&(& )*!
&1(""(+
'+&*& )*!2
'.!"&&.!!##)
&)#&&.&#&&."&
&.#&)!&2)(&
(&"&&."(3)()
&-!.#!&(
&)2&)))!!&&&4#&3#)
(/&-0!!."2+.
(&)&5&((672
8)((&!9&*3/*":0
4; !<3&&-&.
(&)&!&(&)(&2%(&(!
&)#&.&&.-2!!
(&)(&3&)2
Introduction
%)-)("#&.(&2'
""!&.!&.&)&
(&!(&()&

"2=(&. )
/+&>0&)!&.#((&
)&&)'/-&>0!!&
.!2=(?5&(!!(-)&.
&@!((""
!&(#(&.)!&A()
)"2*&&.(!
)2)&&)&&.(&#&5&(&3
&)2
Method
B'/'0& )(&(!"!
"&&.&&.)&"-&)
!(#)&!-"&(
&)"(2 (&!"
&)#(&&"!(#&)!&C"(&
(!&&#'2

'(&3&))&# )& )
(&3&))&#-'29)
"&#&&)()."(
&&.&&"($

Taxonomy of Visual Indicators of Dyslexia
Cognitive Process Indicators of Dyslexia Research Source
Mental Rotation Odd perspective; Finke, R. (1990)
Left-right confusion Oatley, K. (1978)
Remembering Forgetting instructions; Hooper, K. (1976)
(visual memory) Forgetting drawing
conventions
Hand-eye ‘Hedge-your-bets’ Oatley, K. (1978)
Co-ordination lines;
(visual motor Erratic cross-hatching
integration)
Visual perceptual skills Evidence of: McKim, R. (1972)
Lack of confidence; Downs, R., and Stea, D.
Child-like drawings; (1974)
Drawing what is known,
not what is seen
Visual stress Inability to draw Samuels, M. and N. (1975)
(problems with stability) the mind’s eye
image

Lack of automaticity Rigid, static drawings Nicolson, R, Fawcett, A.1990
Analysis of Drawings
8!(!!!(&&.
(&#)5(&)"&#&.(&
&#&.28(&)"&!
)()&&(#)
&))"&4&(#3)
&)("D(
&8(."!$

Figure 1
In comparison, Figure 2 shows the response of a non-dyslexic student to the same instructions:

Figure 2
(&("&5&&
&!&)"&#&.(&2

8(&(&("!
&)"!&(#(!(&2 (&)#
(&&)&)#"(#
!#"$
Figure 3
"#(&.(&(&&)
(8($

Figure 4
'&!&&("
&&.(&8(&8(>
))&A&(&"-"-$

Figure 5
8(>&!!&)!(
!?"(5!!28(E
)5&&)&)&!
!?"$

Figure 6
!)&"&(!!(-(&A(
&.(&2%&&.#&&8(6(
.!-5&&(&&#"
"!#"-"-&#&)"&
."4"&3"3$

Figure 7
%"!&)&.(&8(:))&!&
(-&&4"&3"3$

Figure 8
8&-("!&)&.
(&8(F2&"-&$

Figure 9
8(."!G(&"-"-)!
&.(&3&)$

Figure 10
Discussion
8)4#&3)&)(."
&&#&#)(&&.(&)
&5&##(672((&
(!.!"2
##)(&&!#)
&)&&.!&&!)&)
)&&!#".!&#&.&)(&/-

+&>@>@-&>0&!&&!
((&))(
"("&!!(&#"&.(&/+&>@
E02
So far as developing a strategy for the teaching of drawing is concerned, 9&*3/FF0
8-Step Learning Process#&!&")&("#&
#)$
2 8(
2 )
2 %&()"
2 (!&(!#!
>2 *&!-(&&()")-
(@(&&(!&

E2 (&!(&!(3)
(!!
62 %&!&!
8. &"!
(&#!("&)-#(&)H
'&)!"#!&(H
9&*3!!#&!&
&)&")(&
(&$
((!0"&&!)
((&/5(I5&0&#0!

#)&)&J&"
!!2/8(0
Figure 11
()K&"
&)".!(."!49&3
(5(!(
!!-&-(-2."#
#)(&-(&)
&!!!)
.!&.("(&2
/8(0

Figure 12
&((!(4#(&3!
"""4(32""&
(&)()(#?
"&!()(&)
#(&G((&#)5(&5&2
!4!3/!#)"
(5&"#&)(0&
(&-)((!!#&
!&)2/8(0

Figure 13
!5!#)
!2
>&()(!(&)&)
#&2
E!(3)(!!"(2
6&)&!&((!&!2

:&"!&K&#
(&"2
(&(&(&!"
2()"(
""&(2
References
Davies, M. and Riley, H. >%"! 
<;"$B&&2!!&
10th Conference of the European Learning Styles Information
Network (ELSIN)  (L(>
Davies, M. and Riley, H. E+. $
B& <B&-2=
)))2#22(-I&"I(
Downs, R. and Stea, D. F6Image and Environment: Cognitive
Mapping and Spatial Behaviour. <&$;&)&'&
Finke, R. FFCreative Imagery2<&&&9)L$
<);#("
Hooper, K. F6EImaging and Visual Thinking2B(-"$=!

McKim, R. F6Experiences in Visual Thinking.*'$
B-I
Nicolson, R. and Fawcett, A.FF'("$9)8")-
+.HCognition!!>F:
Mortimore, T.:Dyslexia and Learning Style. &&2$
L2!2

Nist, S.L. and Mealey, D.FF&&"!
2%2828!!M+22/&20Teaching Reading and
Study Strategies at the College Level29)-$%&
'2
Oatley, K. F6:Perceptions and Representations2<&$*(
Rankin, Q. and Riley, H. >+)+A(
+.&+!.2!!&10th Conference of
the European Learning Styles Information Network (ELSIN)
 (L(>
Rankin, Q., Davies, M. and Riley, H.>;K+.
&+!.*&).
'&+$$+)+)2!!&
Include 05'<&>:'!>2
=)))2222(-I!""I(&I>I!&
Rankin, Q., Davies, M. and Riley, H2> &
+)2!!&Improving Student Learning
Through Assessment&#=.&
K&<+!"&%"!<&>6
!"#>
Riding, R. and Raynor, S. Cognitive Styles and Learning
Strategies.<&$+&8(
Samuels, M. and N. F6>Seeing with the Mind’s Eye: the History,
Techniques and Uses of Visualisation2<&$&"(