Two Methods of Teaching Drawing Skills

Pariser, David

doi:10.2307/1320170

Cited by 11 publications

(6 citation statements)

References 16 publications

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“…This practice aims at perfecting one's skills in outline drawing by using haptics to follow the contours of the model accessed by vision and eye movements without looking at the paper. Not only has blind contour drawing been used in classrooms to help students develop hand-eye coordination, this form of drawing is also thought to assist in the student's ability to objectively observe and portray characteristics that do not necessarily conform to graphic conventions [64].…”

Section: Inclusionmentioning

confidence: 99%

From Inclusion to Creativity Through Haptic Drawing: Unleashing the ”Untouched“ in Educational Contexts

Kirby¹

2011

TOEDUJ

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Haptics, or the sense of active touch, is an underused modality in educational contexts. In this paper, we review current literature regarding the development of haptic processes and the underlying neurocognitive mechanisms. On the basis of previous research, we argue that exposure and guidance can increase the ability of individuals to employ haptic processes by recruiting areas of the visual cortex that are normally employed for visual processes, a process known as cross-modal plasticity. Cross-modal plasticity provides a plausible account for the counter-intuitive creativity displayed by blind individuals in producing drawings. We propose that further implementation of haptics in education may be used to promote creativity and inclusion, as well as facilitating other processes required for learning in educational settings. In particular, haptic drawing could be generalized as a tool for inclusive education to promote and enhance creativity at any age through cross-modal neurocognitive plasticity in students with and without visual impairment.

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Section: Inclusionmentioning

confidence: 99%

From Inclusion to Creativity Through Haptic Drawing: Unleashing the ”Untouched“ in Educational Contexts

Kirby¹

2011

TOEDUJ

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“…There are different approaches towards drawing in an educational context (Abba, 2007). While some believe that drawing is a natural talent for some people, others believe that drawing and sketching can be taught as a skill (Pariser, 1979;Edwards, 2008;Cheung, 2011;White, 2011). It has also been suggested that the problem reported by students of not being able to draw may be the lack of proper seeing and perception of the object (Nagata, 1999).…”

Section: Drawing Seeing and Brain Functionsmentioning

confidence: 99%

Encouraging the Acquisition of Drawing Skills in Game Design: A Case Study

Maani

2012

Electronic Workshops in Computing

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Undergraduate, interactive, computer games design courses offered by technical universities in the UK, are usually designed to produce graduates who have the knowledge of both the technical and aesthetic aspects of creating interactive computer-based games. These students, unlike students in Art and Design Departments are not required to have art or design backgrounds. However, they need to be able to represent their creative ideas to fellow team members, managers, budget holders and to the audience for the games. Observations by the course team and student module evaluations at the University of Gloucestershire have shown that, although many students have creative ideas about the games that they want to design, they find difficulties in expressing these ideas in a visual manner as they perceive that they do not have adequate drawing skills. Some of these students focus on coding and some eventually get frustrated and withdraw from the course. This paper investigates the links between game design and drawing skills, examining concepts of creativity and education. A longitudinal case study is reported which has identified the problems reported by students and the impact of these on students' attitude and motivation. A variety of tutor-led learning interventions have been trialled. The research has identified criteria to assess the quality of storyboard communications and proposes the design and implementation of an e-learning tool based on game-play to develop storyboarding skills.

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“…Among the approaches for teaching drawing, there is no universal approach [3,4,6,8,10,13,14,16,21]. A teacher may choose not to show an example of what to draw, but rather openly define the task to encourage free-form drawing [3].…”

Section: Approaches To Drawing Instructionmentioning

confidence: 99%

“…Having students in a class imitate original works may be discouraged [4], though others feel that pupils can initially learn much by reproducing the masters [8,14]. A distinction exists between encouraging creativity in a student and helping the beginner achieve a level of realism in his/her sketches.…”

Section: Approaches To Drawing Instructionmentioning

confidence: 99%

iCanDraw

Dixon

Prasad

Hammond

2010

Proceedings of the SIGCHI Conference on Human Factors in Computing Systems

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When asked to draw, many people are hesitant because they consider themselves unable to draw well. This paper describes the first system for a computer to provide direction and feedback for assisting a user to draw a human face as accurately as possible from an image. Face recognition is first used to model the features of a human face in an image, which the user wishes to replicate. Novel sketch recognition algorithms were developed to use the information provided by the face recognition to evaluate the hand-drawn face. Two design iterations and user studies led to nine design principles for providing such instruction, presenting reference media, giving corrective feedback, and receiving actions from the user. The result is a proof-ofconcept application that can guide a person through stepby-step instruction and generated feedback toward producing his/her own sketch of a human face in a reference image.

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Two Methods of Teaching Drawing Skills

Cited by 11 publications

References 16 publications

From Inclusion to Creativity Through Haptic Drawing: Unleashing the ”Untouched“ in Educational Contexts

From Inclusion to Creativity Through Haptic Drawing: Unleashing the ”Untouched“ in Educational Contexts

Encouraging the Acquisition of Drawing Skills in Game Design: A Case Study

iCanDraw

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