Drawing pedagogies in higher education: the learning impact of a collaborative crossdisciplinary drawing course

Research output: Contribution to journalArticleResearchpeer-review

Abstract

Drawing is taught in higher education across art and design but also, increasingly, in medical education, with a variety of aims and approaches. It is argued that there is a need, in both these disciplinary domains, to make more explicit the underpinning pedagogical approach to drawing and the impact that different approaches have on learning. The research described in this article focuses on an optional drawing course for undergraduate craft students and medical students. The course is run by the [anonymised reference] at a UK university and has a thematic focus on the human body. This qualitative case study set out, in the context of selected theory about the teaching and learning of drawing, to explore what the learning impact of a particular collaborative model of teaching drawing was on a crossdisciplinary student group. Findings included, with reference to Riley’s framework of drawing pedagogies (2008) that a range of philosophical and pedagogical ideas about drawing were blended from the teaching perspective in a way that enabled students from distinct disciplinary backgrounds to engage and learn. A shift was observed in students’ perceptions of drawing, with both sets of students questioning previously held assumptions about the use and value of drawing within their learning. Life drawing and anatomy laboratory drawing, in particular, provoked deep and challenging reflections about different cultural conceptions of the human body and the practice of collaborative drawing, with dialogic reflection, enabled insights to be developed into different disciplinary epistemologies.
Original languageEnglish
Pages (from-to)221-232
Number of pages12
JournalInternational Journal of Art & Design Education
Volume37
Issue number2
DOIs
Publication statusPublished - 16 Oct 2016

Fingerprint

learning
education
student
Teaching
art education
epistemology
medical student
university
Values
Group

Bibliographical note

This is the peer reviewed version of the following article: Drawing pedagogies in higher education: the learning impact of a collaborative crossdisciplinary drawing course’, International Journal of Art and Design Education, which has been published in final form at 10.1111/jade.12106. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving.

Cite this

@article{03c38c1b8b1041108ba67380933f2c33,
title = "Drawing pedagogies in higher education: the learning impact of a collaborative crossdisciplinary drawing course",
abstract = "Drawing is taught in higher education across art and design but also, increasingly, in medical education, with a variety of aims and approaches. It is argued that there is a need, in both these disciplinary domains, to make more explicit the underpinning pedagogical approach to drawing and the impact that different approaches have on learning. The research described in this article focuses on an optional drawing course for undergraduate craft students and medical students. The course is run by the [anonymised reference] at a UK university and has a thematic focus on the human body. This qualitative case study set out, in the context of selected theory about the teaching and learning of drawing, to explore what the learning impact of a particular collaborative model of teaching drawing was on a crossdisciplinary student group. Findings included, with reference to Riley’s framework of drawing pedagogies (2008) that a range of philosophical and pedagogical ideas about drawing were blended from the teaching perspective in a way that enabled students from distinct disciplinary backgrounds to engage and learn. A shift was observed in students’ perceptions of drawing, with both sets of students questioning previously held assumptions about the use and value of drawing within their learning. Life drawing and anatomy laboratory drawing, in particular, provoked deep and challenging reflections about different cultural conceptions of the human body and the practice of collaborative drawing, with dialogic reflection, enabled insights to be developed into different disciplinary epistemologies.",
author = "Philippa Lyon and Patrick Letschka and Thomas Ainsworth and Inam Haq",
note = "This is the peer reviewed version of the following article: Drawing pedagogies in higher education: the learning impact of a collaborative crossdisciplinary drawing course’, International Journal of Art and Design Education, which has been published in final form at 10.1111/jade.12106. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving.",
year = "2016",
month = "10",
day = "16",
doi = "10.1111/jade.12106",
language = "English",
volume = "37",
pages = "221--232",
journal = "International Journal of Art & Design Education",
issn = "1476-8062",
number = "2",

}

Drawing pedagogies in higher education: the learning impact of a collaborative crossdisciplinary drawing course. / Lyon, Philippa; Letschka, Patrick; Ainsworth, Thomas; Haq, Inam.

In: International Journal of Art & Design Education, Vol. 37, No. 2, 16.10.2016, p. 221-232.

Research output: Contribution to journalArticleResearchpeer-review

TY - JOUR

T1 - Drawing pedagogies in higher education: the learning impact of a collaborative crossdisciplinary drawing course

AU - Lyon, Philippa

AU - Letschka, Patrick

AU - Ainsworth, Thomas

AU - Haq, Inam

N1 - This is the peer reviewed version of the following article: Drawing pedagogies in higher education: the learning impact of a collaborative crossdisciplinary drawing course’, International Journal of Art and Design Education, which has been published in final form at 10.1111/jade.12106. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving.

PY - 2016/10/16

Y1 - 2016/10/16

N2 - Drawing is taught in higher education across art and design but also, increasingly, in medical education, with a variety of aims and approaches. It is argued that there is a need, in both these disciplinary domains, to make more explicit the underpinning pedagogical approach to drawing and the impact that different approaches have on learning. The research described in this article focuses on an optional drawing course for undergraduate craft students and medical students. The course is run by the [anonymised reference] at a UK university and has a thematic focus on the human body. This qualitative case study set out, in the context of selected theory about the teaching and learning of drawing, to explore what the learning impact of a particular collaborative model of teaching drawing was on a crossdisciplinary student group. Findings included, with reference to Riley’s framework of drawing pedagogies (2008) that a range of philosophical and pedagogical ideas about drawing were blended from the teaching perspective in a way that enabled students from distinct disciplinary backgrounds to engage and learn. A shift was observed in students’ perceptions of drawing, with both sets of students questioning previously held assumptions about the use and value of drawing within their learning. Life drawing and anatomy laboratory drawing, in particular, provoked deep and challenging reflections about different cultural conceptions of the human body and the practice of collaborative drawing, with dialogic reflection, enabled insights to be developed into different disciplinary epistemologies.

AB - Drawing is taught in higher education across art and design but also, increasingly, in medical education, with a variety of aims and approaches. It is argued that there is a need, in both these disciplinary domains, to make more explicit the underpinning pedagogical approach to drawing and the impact that different approaches have on learning. The research described in this article focuses on an optional drawing course for undergraduate craft students and medical students. The course is run by the [anonymised reference] at a UK university and has a thematic focus on the human body. This qualitative case study set out, in the context of selected theory about the teaching and learning of drawing, to explore what the learning impact of a particular collaborative model of teaching drawing was on a crossdisciplinary student group. Findings included, with reference to Riley’s framework of drawing pedagogies (2008) that a range of philosophical and pedagogical ideas about drawing were blended from the teaching perspective in a way that enabled students from distinct disciplinary backgrounds to engage and learn. A shift was observed in students’ perceptions of drawing, with both sets of students questioning previously held assumptions about the use and value of drawing within their learning. Life drawing and anatomy laboratory drawing, in particular, provoked deep and challenging reflections about different cultural conceptions of the human body and the practice of collaborative drawing, with dialogic reflection, enabled insights to be developed into different disciplinary epistemologies.

U2 - 10.1111/jade.12106

DO - 10.1111/jade.12106

M3 - Article

VL - 37

SP - 221

EP - 232

JO - International Journal of Art & Design Education

JF - International Journal of Art & Design Education

SN - 1476-8062

IS - 2

ER -