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Research into Practice: Strategies for the Teaching of Drawing
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Research into Practice: Strategies for the Teaching of Drawing

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Authors: Professor Howard Riley (Swansea Metropolitan University) and Qona Rankin (Royal College of Art). ...

Authors: Professor Howard Riley (Swansea Metropolitan University) and Qona Rankin (Royal College of Art).
Presented at the Research - Teaching in Wales 2011 Conference, 13th - 14th September, Gregynog Hall, Newtown (Powys)

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    Research into Practice: Strategies for the Teaching of Drawing Research into Practice: Strategies for the Teaching of Drawing Presentation Transcript

    • Research into Practice: Strategies for the Teaching of Drawing
      Howard Riley, Faculty of Art & Design, Swansea Met. Univ.
      Qona Rankin, Royal College of Art
      Mary Davies, Study Support Tutor, SMU
    • Helen’s ladder
    • Simon’s matrix (Aberystwyth, Feb 2011)
    • Art schools have a high proportion of dyslexic students.
      We wondered whether indicators of dyslexia could be identified in students’ drawings.
    • Students did too, so we asked them to participate in a collaborative research project. Cohorts from Swansea and the RCA which included both dyslexics and non-dyslexics made a series of drawings which were ‘blind’ assessed by Riley and Rankin.
    • We identified the dyslexic students at a success rate of 70%
    • Taxonomy of Indicators of Dyslexia in Drawings
      Left – Right confusion
      Forgetting instructions
      ‘Hedge-your-bets’ line quality
      Visual perceptual skills: drawing what is ‘known’ rather than what is seen
      Rigid, static drawing style
    • Nist & Mealy’s 8-Step Learning Process designed to help dyslexics
      1 Focus the student’s attention
      2 Explain a general overview of the required task
      3 Introduce new technical terms
      4 Go through procedure step by step
      5 Model the process – think aloud – encourage students to discuss the process
      6 Guide the practice – students repeat the tutor’s strategy
      7 Encourage independent practice
      8 Re-demonstrate the practice, to reinforce
    • Nist & Mealy adapted to the drawing studio
      1 Focus attention upon a) the model and their surroundings (figure/field relationship), and b) the relationship between scale of drawing and size and format of paper:
    • 2 Explain a general overview of the task: in terms of drawing from observation, this is the equivalent of mapping the spatial relationships between salient points on the subject-matter under observation. (Wholist mixed with Analyst cognitive styles)
      (The ‘N-grid’ – Nose, Nipples, Navel, kNees, kNuckles… not too great for your spelling, but really useful when you’re drawing…)
    • 3 Introduce new terms, such as ‘contrast boundary’ and ‘negative space’:
    • 4 Repeat first three steps at the beginning of every session.
      5 Discuss with tutor the process underway on the drawing board.
      6 Repeat the tutor’s strategy with support from the tutor.
      7 Draw independently at unsupervised sessions.
      8 Re-demonstrate strategies at each session as reinforcement.
    • It seems the 8-Step method is adaptable and useful: Students, both dyslexic and non-dyslexic, report improvements in their observational drawing.
      Research is ongoing…ongoing…
    • howard.riley@smu.ac.uk