Reflections on the teaching of drawing in the digital age: attitudes of senior academics in the United Kingdom to the place of drawing tuition on the design curriculum in higher education

Schenk, Pamela

doi:10.1386/adch.4.3.189/1

Cited by 12 publications

(18 citation statements)

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“…If students have limited drawing ability, certain software can help them express ideas, develop concepts and sketch on a screen (Schenk, , p. 195). Lastly, it has also been argued that students need to become conversant with the use of digital tools for design (Schenk, , p. 195), and indeed a recent report identified the related skills gap among graduate design students (Montgomery, ).…”

Section: Literature Reviewmentioning

confidence: 99%

iPad versus traditional tools in art and design: A complementary association

Souleles¹

2016

Brit J Educational Tech

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Multimedia and Graphic Arts), where he co-ordinates the research lab 'Art1Design: elearning lab -Design for social change' (www.elearningartdesign.org), and chairs the 'ihe' (iPads in Higher Education) steering committee (www. ipadsinhe.org). His research interests are educational technology in art and design, art and design education and design for social change. AbstractThere is continuous debate on the role of digital media tools in art and design Higher Education, and in particular their potential contribution towards teaching and learning. The related literature indicates that there is a dichotomy between digital and traditional tools. This study investigates the views of a cohort of art and design students who undertook a specific instructional task, but instead of using paper and pencil, they used iPads. It is claimed that this computer tablet has considerable potential to enhance teaching and learning, and this study sought to investigate this claim. Inductive qualitative content analysis was used to analyse the interviews provided by 32 (n 5 32) students. Based on the categories that emerged from the analysis of interviews, and within the parameters of this study, the main inference is that the relationship between digital and traditional tools can be better understood as complementary rather than as a dichotomy.A video abstract of this article can be viewed at https://youtu.be/Ws-nTXb_BrY IntroductionOver the past two decades the gradual but increased use of digital media tools in Higher Education (HE) art and design programmes of study triggered a debate on their role and contribution towards teaching and learning. This is not an issue for the relatively newer disciplines in the sector that rely mostly or exclusively upon digital media tools for knowledge generation and acquisition, for example, media production, multimedia, animation and games design. However, the use of digital media tools and their role towards teaching and learning remains a contested and current issue for art and design disciplines that entail a significant use of traditional tools, such as fine arts, graphic design and fashion design.

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Section: Literature Reviewmentioning

confidence: 99%

iPad versus traditional tools in art and design: A complementary association

Souleles¹

2016

Brit J Educational Tech

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“…Pamela Schenk has written about attitudes to drawing in the teaching of design, based on a major survey of academics (Schenk 2005(Schenk , 2007. Schenk found that the perceived decline of drawing in the teaching of design disciplines and low drawing ability in students was a matter of serious concern to both design educators and professionals alike (Schenk 2007: 3).…”

Section: What Do Art and Design Students Draw At The Vanda And Why? Abmentioning

confidence: 99%

What do art and design students draw at the V&A, and why?

Hinton

2012

Art, Design &Amp; Communication in Higher Education

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There is concern in the education sector about art students' relatively poor drawing skills on entry to higher education. This is ascribed to the prevalence of digital media combined with a decline in the formal teaching of drawing. At the same time sketching continues to be one of the main ways in which students engage with museum collections. In this article I discuss the historical and contemporary context for students drawing in museums, and present the results of a qualitative study of art and design Foundation students who made drawings when they came on an organized visit to the Victoria and Albert Museum. The range of objects the students chose to sketch is examined, as is the nature of the drawing experience, and the relationship between museum sketch and college work. I propose a typology of museum sketching behaviour and its relationship to student projects.

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“…In the primary study, all participants rated the development of drawing ability as "essential" or "important." In comparison, only two-thirds of educators in the second group agreed that the development of drawing ability is "essential" or "important," but most of the group agreed that the value of developing drawing ability in education is crucial for design students (Schenk, 2005). The respondents of her study in 2005, who had teaching experience, admitted both the need for digital software from the early stage of the design process and the ability to quickly draw for ideation, pointing out the limitation of free drawing in digital technology.…”

Section: Need Of Drawing Skills For Interior Design Studentsmentioning

confidence: 97%

“…Pamela Schenk (2005) investigated students' attitude toward the role of drawing in higher education in the United Kingdom by conducting decades of examination (p. 2). This comparison study analyzed present studies and found that there was a gap of more than twenty years between industry and education; the respondents in this study were design practitioners in design studios and educators in art and design.…”

Section: Need Of Drawing Skills For Interior Design Studentsmentioning

confidence: 99%

“…Respondents of this study identified that the digital computation technology changed "the range of drawing skills required from those in the pre-computer era." The change derived from the use of computers had an influence on the curriculum, especially the need for detailed resolution and rendering work using drawing skill (Schenk, 2005). However, the most respondents of Schenk's study in 2005 believe that students still need the ability to draw as a visualization tool in the early stage of design to build ideas for images and ideation.…”

Section: Need Of Drawing Skills For Interior Design Studentsmentioning

confidence: 99%

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Developing An Assessment Framework: Measuring Digital Literacy Of Interior Design Students In A Digital Drawing Course

Yang¹

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This exploratory study provides a foundation to measure students' level of learning based on education theory for digital technology and meaningful technology theory for digital literacy.There has yet to exist an effective assessment tool that can evaluate students' digital literacy. To provide initial insight into the digital technology integrated course development, Wacom pentablet and Autodesk Sketchbook were utilized to create an interior design curriculum for undergraduate college students. The findings of this study shed light on the necessity of assessing new technology for integration into coursework in higher education. There are five themes that an instructor must examine when determining whether to use digital drawing tools in a course: (1) effective learning process, (2) ease of access and execution, (3) transformation of perspective about new technology, (4) technology competency, and (5) impact on the work process and continuous use. The findings of this study are: (1) a framework is needed for the educator to examine the software for proper selection according to the task and goal of the course; (2) an assessment tool is needed to measure student digital literacy; and (3) there are significant factors that influence students' perception of digital literacy based on the definition of digital literacy in this study. This study provides a brief guideline for future study development of assessment tools for digital literacy, which is essential for design professionals in the digital world.

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Reflections on the teaching of drawing in the digital age: attitudes of senior academics in the United Kingdom to the place of drawing tuition on the design curriculum in higher education

Cited by 12 publications

References 3 publications

iPad versus traditional tools in art and design: A complementary association

iPad versus traditional tools in art and design: A complementary association

What do art and design students draw at the V&A, and why?

Developing An Assessment Framework: Measuring Digital Literacy Of Interior Design Students In A Digital Drawing Course

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