Mohd Zahuri Khairani’s scientific contributions

Drawing is widely recognised as a fundamental skill in higher education, particularly in art and design fields, where it plays a pivotal role in creative expression and technical development. However, assessing impressive drawings presents challenges due to the subjective nature of creativity and the evolving standards of art education. This study aims to develop a conceptual model that offers a structured approach for educators and students to evaluate impressive drawings effectively. Using qualitative research methods and inductive content analysis of literature from 2019 to 2024, the study identifies key components of impressive drawing, such as technical proficiency, creativity, conceptual depth, and visual communication. The findings highlight a shift in teaching practices, driven by historical and contemporary perspectives, and explore the integration of digital tools with traditional techniques in art and design education. The study acknowledges the inherent subjectivity in drawing assessments and recommends developing a more objective and consistent evaluation system that still preserves creative expression. The proposed ID model balances technical skill with creativity, providing a framework for improving assessment practices and guiding students toward meeting the expectations of impressive drawings. This model adapts to the evolving needs of the field, contributing to ongoing discourse in art and design education.

Practises related to learning to draw and learning to see are valuable knowledge in higher education. The drawing process can lead to improvements in visual perception, cognitive skills, and creative thinking abilities. This research presents a case for the integration of drawing practises in higher education, arguing that it can enhance students' ability to think creatively and visually, both in academic and professional pursuits. Through a comprehensive contextual analysis of the literature review from 2019 until 2023, this research examines the evidence that drawing is produced from observation and considers the wide potential implications of learning in higher education. As a result, a conceptual model is presented to explain the relationship between drawing elements and learning to see. This research concludes with a discussion of the potential benefits of incorporating drawing practises into higher education and the challenges and opportunities involved. Overall, this research contributes to supporting comprehensive art and design practises for learning to draw and learning to see and highlights the potential value of drawing in higher education.

This research article presents a comprehensive assessment of the expanded drawing language in the fields of art and design, aiming to enhance understanding in these domains. It addresses the evolving nature of drawing terminology, particularly in response to new technologies and approaches in visual art, while also exploring the historical significance of drawing and its language in the context of arts and design. The lack of systematic studies reviewing the importance of drawing language in facilitating communication, analysis, and interpretation of artworks is identified as a problem, along with the inadequate, obsolete, and inconsistent understanding of drawing terminology. To address these issues, the research adopts a systematic literature review methodology to develop a broader understanding of drawing terms. The findings highlight the importance of clarity, uniformity, and appreciation of drawing terminology in the arts and design fields, providing precision, creativity, critical thinking, improved education, and cross-cultural communication for higher education students and professionals. The research covers various aspects, including an overview of drawing as a visual art form, its therapeutic benefits, and its role in different art and design disciplines. It also delves into drawing techniques, tools, and applications, encompassing both traditional and digital media. The significance of drawing in education as a visual learning and problem-solving tool is explored, as well as its industrial applications in product design, manufacturing, and technical documentation. The article concludes by recommending the development of a more thorough and up-to-date understanding of drawing terminology to reflect the contemporary status of the field, providing valuable insights for students, educators, and professionals in the arts and design fields.