Talking the line: inclusive strategies for the teaching of drawing

Article


Rankin, Q., Riley, H., Brunswick, N., McManus, C. and Chamberlain, R. 2017. Talking the line: inclusive strategies for the teaching of drawing. Drawing: Research, Theory, Practice. 2 (2), pp. 287-304. https://doi.org/10.1386/drtp.2.2.287_1
TypeArticle
TitleTalking the line: inclusive strategies for the teaching of drawing
AuthorsRankin, Q., Riley, H., Brunswick, N., McManus, C. and Chamberlain, R.
Abstract

The article reports on a series of drawing workshops held at the Royal College of Art (RCA), London, which tested an original pedagogical strategy designed to help dyslexic and/or dyspraxic art and design students who had reported difficulties with their abilities to make accurate representational drawings. A group of non-dyslexic/dyspraxic RCA students volunteered as control group, and both cohorts completed three days of workshops in the Drawing Studio of the RCA. Results of recorded interviews eliciting student observations as they drew, and a questionnaire in the form of a Likert scale, administered before and after the workshop, indicate positive shifts in both cohorts’ attitudes towards specific aspects of the stages involved in the production of accurate representational drawings of still-life set-ups, the human skeleton and the clothed life-model. Assessment of the drawings produced indicates positive shifts in the two cohorts in geometric accuracy and other qualitative criteria embedded in the teaching strategy such as control of scale, proportion and illusions of depth. Both cohorts displayed similar positive attitude shifts and both sets of drawings indicated similar positive shifts in visual qualities. An interim conclusion posits that the pedagogical strategy appears to enhance the abilities of both dyslexic/dyspraxic students and non-dyslexic/dyspraxic students to make accurate representational drawings. This result correlates closely with the findings of an earlier, prototype workshop held at the RCA in July 2012. It is suggested that similar pedagogically inclusive strategies might produce positive results in the context of secondary schools as part of a more inclusive curriculum.

LanguageEnglish
PublisherIntellect
JournalDrawing: Research, Theory, Practice
ISSN2057-0384
Publication dates
Print01 Nov 2017
Publication process dates
Deposited18 Oct 2017
Accepted07 Mar 2017
Output statusPublished
Accepted author manuscript
File Access Level
Open
Copyright Statement

Copyright © The Authors, 2017. The definitive, peer reviewed and edited version of this article is published in Drawing: Research, Theory, Practice, Volume 2, Issue 2, Nov 2017, p. 287-304, DOI: https://doi.org/10.1386/drtp.2.2.287_1

Digital Object Identifier (DOI)https://doi.org/10.1386/drtp.2.2.287_1
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