drawing research paper

Recommend to your library

Drawing (Journal)

Research, theory, practice.

Focusing on drawing as a significant discipline in its own right, Drawing: Research, Theory, Practice is a peer-reviewed journal that facilitates ongoing international debates within the wider fields of its practice and research. A vibrant, proactive forum for contemporary ideas, the journal is a platform for interdisciplinary and cross-cultural dissemination of all forms of drawing practice and theory.

This title is indexed with Scopus.

For more information, to access the journal or to subscribe visit the Discover platform here .

Institutional
First published in 2016
2 issues per volume
Current issue
Volume 9. Issue 1
AIMS & SCOPE

Call for Papers

Editorial board
ABSTRACTING & INDEXING
CALL for PAPERS

Principal Editor

Adriana Ionascu Ulster University [email protected]

Aims & Scope

Drawing: Research, Theory, Practice promotes and disseminates drawing research with a focus on contemporary practice and its theoretical context. This journal seeks to reestablish the materiality of drawing as a medium at a time when virtual, on-line, and electronic media dominates visuality and communication. The journal represents drawing as a significant discipline in its own right and in a diversity of forms: as an experimental practice, as research, as representation and/or documentation, as historical and/or theoretical exploration, as process or as performance. It explores the drawing discipline across fine art, science and engineering, media and communication, psychology, architecture, design, science and technology, textiles, fashion, social and cultural practices.

As a rigorously peer-reviewed publication the journal presents contributions that deal both with traditional concepts, histories and dominant conventions and those that challenge current thinking and move towards experimental methods, concepts and practices. The topics include papers as well as visual contributions and projects that present drawing as a complex process, serving to:

become a source and basis for drawing research and exchange of knowledge in a variety of contexts
be a forum for engaging multidisciplinary debates on the ways in which drawing functions in contemporary culture
share scholarship in teaching drawing in art and design education and in contemporary art practice
facilitate different perspectives and debates on drawing as a practice as is changed and modernised by technology
present drawing as performance, as a tool, as a place of production, as a discursive exploration, a site of conception and as cognitive process

Submissions

To submit an article, please follow the 'Submit' button on the left of this page.

Download the Notes for Contributors above for information on format and style of submissions. If you need this document in a more accessible format, please contact info@intellectbooks. com . Find more information on Intellect's Accessibility page .

Intellect has partnered with Enago to offer a 20% discount on their services for our authors and contributors. Enago provide English editing services, including copy editing and translation. This service is intended for potential contributors who would like translation and/or copy editing assistance prior to submitting their work for consideration. Visit their page here to find out more.

All articles submitted should be original work and must not be under consideration by other publications.

Journal contributors will receive a free PDF copy of their final work upon publication. Print copies of the journal may also be purchased by contributors at half price.

Peer Review Policy

All articles undergo initial editorial screening either by the journal's Editorial Team and/or incumbent Guest Editors. Articles then undergo a rigorous, anonymous, external peer review by two referees, following the guidance in Intellect's 'Peer review instructions' . Based on this feedback, the Editors will communicate a decision and revision suggestions to authors. To appeal an editorial decision, please contact the main Editor who will consider your case.

Ethical Guidelines

The journal follows the principles set out by the Committee on Publication Ethics (COPE) . Read our Ethical Guidelines for more on the journal's standards.

Drawing: Research, Theory, Practice places particular emphasis on original papers on drawing theories, practices, methods, processes and research that adopt inventive interpretations of drawing. Authors who have been previously published in DRTP may submit to the journal again after a minimum of 2 or 3 issues, as we prioritize new authors and invite new voices to expand the scope of the journal.

Submissions can take the form of:

Articles (5000 words, 1–6 images)
Research Projects or Project Reports (3000 words, 1–4 images)
Critical Essays (3000 words, 1–4 images)
Profiles (1500 words, 1–2 images)
Exposés (1500 – 2000 words, 1–2 images)
Featured Drawings (1–2 images and 1000 words)

General call for papers other than the current topic is on-going and can be submitted at any time.

Submission Process:

Papers can be uploaded via the Drawing: Research, Theory, Practice Intellect webpage.

Please use this link: https://www.intellectbooks.com/submit/drawing-research-theory-practice and make sure you follow the upload instructions.

Please check that the attached zip file is smaller than 24 MB

Please remember to click the reCAPTCHA 'I am not a robot'

A copy of the submission should be emailed to the principal editor.

Please contact:

Dr Adriana Ionascu, principal editor: [email protected]

All contributions should be original and not exceed 20 Mb.

Submissions will be double-blind peer-reviewed.

All contributors should submit the Metadata (see Notes for Contributors)

Authors are responsible for copyright permissions (article [author] and images [artist or institutional copyright/photographer’s permission]). Only copyright forms supplied by Intellect are accepted (hand-signed, scanned and returned as PDF files).

Please refer to the DRTP Notes for Contributors and to the Intellect House Guidelines for details. Authors should ensure guidelines are adhered to; failing to do so leads to delays, and may result in the editor having to return or withdraw the submission.

Special Issue Call for Papers

There are no active Special Issue calls for the journal at this time.

Editorial Board

Sarah Blair Royal College of Art, UK

Catherine Baker Birmingham City University, UK

Paul Fieldsend-Danks Arts University Plymouth, UK

Maryclare Foá University of the Arts London, Central Saint Martins and Camberwell, UK

Sarah Horton Norwich University of the Arts, UK

Paul Laidler University of the West of England, UK

Robert Luzar Bath Spa University, UK

Susana Oliveira Lisbon University, Portugal

Doris Rohr Liverpool Hope University, UK

Seymour Simmons III Winthrop University South Carolina, USA

Advisory Board

Stephen Farthing Independent Scholar

Mark Graver Independent artist, Wharepuke Print Studio

Eduardo Corte Real IADE-U Lisbon, Portugal

Volume (9): Issue (1)
Cover date: 2024
Volume (8): Issue (1)
Cover date: 2023
Volume (8): Issue (2)
Volume (7): Issue (1)
Cover date: 2022
Volume (7): Issue (2)
Volume (6): Issue (1)
Cover date: 2021
Volume (6): Issue (2)
Volume (5): Issue (1)
Cover date: 2020
Volume (5): Issue (2)
Volume (4): Issue (1)
Cover date: 2019
Volume (4): Issue (2)
Volume (3): Issue (1)
Cover date: 2018
Volume (3): Issue (2)
Volume (2): Issue (1)
Cover date: 2017
Volume (2): Issue (2)
Volume (1): Issue (1)
Cover date: 2016
Volume (1): Issue (2)
INSTITUTIONAL SUBSCRIPTION
PERSONAL SUBSCRIPTION
JOURNAL ORDERING INFORMATION
Intellect Discover
1yr Subscription
£167.00
2yr Subscription
£301.00
£209.00

This Journal is Part of the Following collections:

Full Journal Collection
£8752.00
£11925.00
Visual Arts Collection
£2976.00
£3889.00

Individual print orders can be purchased by emailing [email protected], please be aware there is a delay on this service.

£48.00

We are currently updating our postage rates. Please contact us for shipping costs for print journals. For institutional print and online prices for 2023 volumes please see our pricelist: www.intellectbooks.com/info-journal-librarians#pricelist .

VAT will be charged, where applicable, at the standard rate for online only orders, and on the online component of institutional (print and online) subscriptions (50% of the price).

Ordering through a Subscriptions Agent

Firstly, if you currently order through a subscriptions agent, please continue to do so. We are working closely with subscriptions agents to ensure smooth processing of subscriptions and collections ordered through them.

If you previously ordered via Turpin we have options below: For all customers who have previously ordered via Turpin, please see below for the different options for ordering and renewing journal subscriptions and Collections:

Collections:

2. Seven or more journals: Get in touch with us :

Online Only

Renewing or ordering six or fewer Intellect journals, online only:

The launch of Intellect's new hosting platform Intellect Discover is only a few days away, with go-live date of 8 November 2022. From 8 November, you will be able to purchase and renew institutional online only subscriptions to Intellect's journals via Intellect Discover on www.intellectdiscover.com. You'll also be able to purchase E-books, articles, chapters and more. The page is behind a firewall until launch, so please don't be concerned that you can't access it yet. If you have any questions, feel free to contact us at [email protected] .

Alternatively, you can order online only subscriptions via your subscriptions agent if you prefer.

Print and Online

4. Print and online: Contact your Subscription agents Renewing or ordering six or fewer Intellect journals, print and online; or single issues (print): We hope to be able to offer the option to purchase print and online journals via Intellect Discover soon, however in the meantime, we ask that you order print and online subscriptions via your subscriptions agent. Please contact us at [email protected] if you are unable to order via a subscriptions agent - we will be able to invoice you in due course, however unfortunately due to the volume of enquiries we are dealing with, there will be delays to this. Please also note that there will be delays to fulfilling print orders while we set up our new print fulfilment arrangements.

E-mail: [email protected]

More information on Intellect Discover

Intellect Discover is launching 8 November 2022. After this date, all journal content currently hosted on Ingenta Connect will be available from http://www.Intellectdiscover.com .

Please see our migration page for more information: https://www.intellectbooks.com/migration .

IngentaConnect credentials will be transferred - please use the username and password you previously used to access Intellect content on Ingenta. Legacy usage reports will be available on Ingenta Connect until 8 November 2022, and then transferred to Intellect Discover. Whilst we are aiming for a smooth transition, it is advisable that you download all legacy usage reports before this deadline to make sure you have a full record.

If you have any questions, feel free to contact us at [email protected] .

To order older back volumes (Three years or older) (Print) For print issues over three years old, please contact Periodicals Service Company, 351 Fairview Avenue - Ste 300 Hudson NY 12534 USA, Tel: 518.822.9300, [email protected] , http://www.periodicals.com .

To order single articles (pdf) Single articles can be purchased on a pay-per-view basis via http://www.Intellectdiscover.com , or via Copyright Clearance Center's Get It Now Service , or from the British Library's Document Supply Service.

Subscription Activation

Subscribers with online or print and online subscriptions will need to activate their subscriptions via our online hosting Intellect Discover. Information on how to set up and activate subscriptions can be found on our Subscribe page page, or on our Information for Librarians page .

Subscriptions Info

Subscriptions are on a full volume (calendar year) basis. Subscriptions provide access to the year/volume purchased only. Access will be granted on publication of the first issue of the subscribed volume(s). Online access to purchased volumes is perpetual. Back volume access is not included unless purchased separately or as part of an Intellect tailored, subject or full journals collection. For further information on collections please see our Collections page .

No cancellations will be accepted. No refunds or returns, unless under exceptional circumstances.

Subscriptions, including two-year subscriptions, cannot be cancelled partway through the subscription term.

For further information on subscribing, access and any other questions, please see our Subscribe or Information for Librarians page.

Drawings as Research Method

Cite this chapter.

Claudia Mitchell ,
Linda Theron ,
Jean Stuart ,
Ann Smith &
Zachariah Campbell

2754 Accesses

86 Citations

The use of drawings in social research is located within several broad yet overlapping areas of contemporary study. These include arts-based or artsinformed research (Knowles & Cole, 2008), participatory visual methodologies (De Lange, Mitchell, & Stuart, 2007; Rose, 2001), textual approaches in visual studies in the social sciences (Mitchell, 2011), as well as the use of drawings in psychology.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Subscribe and save.

Get 10 units per month
Download Article/Chapter or eBook
1 Unit = 1 Article or 1 Chapter
Cancel anytime
Available as PDF
Read on any device
Instant download
Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Unable to display preview. Download preview PDF.

IE and Visual Research Methods: An Open-Ended Discussion

Mind Maps in Qualitative Research

Backett-Milburn, K., & McKie, L. (1999). A critical appraisal of the draw and write technique. Health Education Research, 14 (3), 387–398. 10.1093/her/14.3.387

Article Google Scholar

Banks, M. (2001). Visual methods in social research . London, England: Sage.

Google Scholar

Boydell, K. (2009, October 26). Transformative potential of the arts in research: Theoretical, methodological and practical considerations [Workshop]. University of Toronto, Toronto, ON.

Buchli, V., & Lucas, G. (2000). Children, gender and the material culture of domestic abandonment in the late 20th century. In J. S. Derevenski (Ed.), Children and material culture (pp. 131–138). London, England: Routledge.

Burke, C., & Prosser, J. (2008). Image-based educational research: Childlike perspectives. In J. G. Knowles & A. L. Cole (Eds.), Handbook of the arts in qualitative research: Perspectives, methodologies, examples, and issues (pp. 407–420). London, England: Sage.

Carlson, E. A., Alan Sroufe, L., & Egeland, B. (2004). The construction of experience: A longitudinal study of representation and behavior. Child Development , 75 (1), 66–83. 10.1111/j.1467-8624.2004.00654.x

Cole, A. L., & McIntyre, M. (2008). Installation art-as-research. In J. G. Knowles & A. L. Cole (Eds.), Handbook of the arts in qualitative research: Perspectives, methodologies, examples, and issues (pp. 287–298). London, England: Sage.

Conrad, D. (2006). Entangled (in the) sticks: Ethical conundrums of popular theater as pedagogy and research. Qualitative Inquiry, 12 (3), 437–458. 10.1177/1077800405284364

De Lange, N., Mitchell, C., & Stuart, J. (2007). Putting people in the picture: Visual methodologies for social change . Rotterdam, The Netherlands: Sense.

Dyson, A. H. (1990). Symbol makers, symbol weavers: How children link play, pictures and print. Young Children, 45 (2), 50–57.

Ellis, C. (2004). The ethnographic I: A methodological novel about autoethnography . Walnut Creek, CA: AltaMira Press.

Fairclough, N. (1995). Media discourse . London, England: E. Arnold.

Furth, G. M. (1988). The secret world of drawings: Healing through art . Boston, MA: Sigo Press.

Galvaan, R. (2007). Getting the picture: The process of participation. In N. de Lange, C. Mitchell, & J. Stuart (Eds.), Putting people in the picture: Visual methodologies for social change (pp. 153–161). Rotterdam, The Netherlands: Sense.

Goodenough, F. L. (1926). Measurement of intelligence by drawings . Yonkers-on-Hudson, NY: World Book.

Goodman, R. F. (2002). The day our world changed: Children’s art of 9/11. In R. F. Goodman & A. H. Fahnestock (Eds.), The day our world changed: Children’s art of 9/11 (pp. 14–17). New York, NY: Harry N. Abrams.

Goodman, Y. (1985). Kidwatching: Observing children in the classroom. In A. Jaggar & M. T. Smith- Burke (Eds.), Observing the language learner (pp. 9–18). Urbana, IL: National Council of Teachers of English and Newark, DE: International Reading Association.

Gray, R. E., & Sindig, C. (2002). Standing ovation: Performing social science research about cancer . Walnut Creek, CA: Altamira Press.

Guillemin, M. (2004). Understanding illness: Using drawings as a research method. Qualitative Health Research , 14 (2), 272–289. 10.1177/1049732303260445

Knowles, J. G., & Cole, A. L. (Eds.), Handbook of the arts in qualitative research: Perspectives, methodologies, examples, and issues . London, England: Sage.

Kretzmann, J. P., & McKnight, J. L. (1993). Building communities from the inside out: A path toward finding and mobilizing a community’s assets . Chicago, IL: ACTA.

MacGregor, A. S. T., Currie, C. E., & Wetton, N. (1998). Eliciting the views of children about health in schools through the use of the draw and write technique. Health Promotion International , 13 (4), 307–318. 10.1093/heapro/13.4.307

Mair, M., & Kierans, C. (2007). Descriptions as data: Developing techniques to elicit descriptive materials in social research. Visual Studies , 22 (2), 120–136. 10.1080/14725860701507057

McNiff, S. (2008). Art-based research. In J. G. Knowles & A. L. Cole (Eds.), Handbook of the arts in qualitative research: Perspectives, methodologies, examples, and issues (pp. 29–40). London, England: Sage.

Mertens, D. M. (2009). Transformative research and evaluation . New York, NY: The Guilford Press. Miller, D. (2010). Stuff . Cambridge, England: Polity Press.

Mitchell, C. (2011). Doing visual research . London, England: Sage.

Pink, S. (2001). Doing visual ethnography: Images, media and representation in research . London, England: Sage.

Pithouse, K., Mitchell, C., & Moletsane, R. (2009). Making connections: Self-study and social action . New York, NY: Peter Lang.

Rose, G. (2001). Visual methodologies: An introduction to the interpretation of visual materials . London, England: Sage.

Springgay, S. (2008). Body knowledge and curriculum: Pedagogies of touch in youth and visual culture . New York, NY: Peter Lang.

Stuart, J. (2007). Drawings and transformation in the health arena. In N. de Lange, C. Mitchell, & J. Stuart (Eds.), Putting people in the picture: Visual methodologies for social change (pp. 229–240). Rotterdam, The Netherlands: Sense.

Theron, L. C. (2008). “I have undergone some metamorphosis!” The impact of REds on South African educators affected by the HIV/AIDS pandemic. A pilot study. Journal of Psychology in Africa , 18 (1), 31–42.

Theron, L. C., Geyer, S., Strydom, H., & Delport, C. S. L. (2010). Progress towards resilience: Using visual methodology to illustrate how REds shaped teacher associations of the HIV&AIDS pandemic. Education as Change , 14 (2), forthcoming.

Weber, S. (2008). Visual images in research. In J. G. Knowles & A. L. Cole (Eds.), Handbook of the arts in qualitative research: Perspectives, methodologies, examples, and issues (pp. 41–54). London, England: Sage.

Wright, S. (2007). Young children’s meaning-making through drawing and “telling”: Analogies to filmic textural features. Australian Journal of Early Childhood , 32 (4), 37–49. Retrieved from http://www.earlychildhoodaustralia.org.au

Download references

You can also search for this author in PubMed Google Scholar

Editor information

Editors and affiliations.

North-West University, South Africa

Linda Theron

McGill University, Canada

Claudia Mitchell

University of KwaZulu-Natal, South Africa

University of the Witwatersrand, South Africa

Jean Stuart

Rights and permissions

Reprints and permissions

Copyright information

About this chapter

Mitchell, C., Theron, L., Stuart, J., Smith, A., Campbell, Z. (2011). Drawings as Research Method. In: Theron, L., Mitchell, C., Mitchell, C., Smith, A., Smith, A., Stuart, J. (eds) Picturing Research. SensePublishers. https://doi.org/10.1007/978-94-6091-596-3_2

Download citation

DOI : https://doi.org/10.1007/978-94-6091-596-3_2

Publisher Name : SensePublishers

Online ISBN : 978-94-6091-596-3

eBook Packages : Humanities, Social Sciences and Law Education (R0)

Share this chapter

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

Publish with us

Policies and ethics

Societies and partnerships

Find a journal
Track your research

Academia.edu no longer supports Internet Explorer.

To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to upgrade your browser .

Enter the email address you signed up with and we'll email you a reset link.

We're Hiring!
Help Center

Download Free PDF

Drawing Connections: new directions in drawing and cognition research

How is our understanding of the interactions between drawing and cognition expanding, and how is this enabling new directions in drawing research and development? What might expert drawers know and be able to do, sometimes unconsciously, that could benefit others in a variety of domains, including education and STEM professions? The paper reviews research surrounding the emerging field of drawing and cognition studies; outlining its current scope, summarising key pieces of research and their relationships. We report on research activity connected to the 2011/2012 symposium Thinking through Drawing, and also consider related research that touches on the same agendas. We argue that a growing cognitive understanding of drawing is producing knowledge and practical outcomes relevant across many arenas. In particular, we consider educational applications of this new knowledge, extending beyond drawing instruction to potential new contributions in, for example, the training of surgeons and in the development of general cognitive skills. Future research directions are identified, and questions pertaining to the emerging issues and potential contributions to be made in the coming decades are posed

Related papers

"How is our understanding of the interactions between drawing and cognition expanding, and how is this enabling new directions in drawing research and development? What might expert drawers know and be able to do, sometimes unconsciously, that could benefit others in a variety of domains, including education and STEM professions? The paper reviews research surrounding the emerging field of drawing and cognition studies; outlining its current scope, summarising key pieces of research and their relationships. We report on research activity connected to the 2011/2012 symposium Thinking through Drawing, and also consider related research that touches on the same agendas. We argue that a growing cognitive understanding of drawing is producing knowledge and practical outcomes relevant across many arenas. In particular, we consider educational applications of this new knowledge, extending beyond drawing instruction to potential new contributions in, for example, the training of surgeons and in the development of general cognitive skills. Future research directions are identified, and questions pertaining to the emerging issues and potential contributions to be made in the coming decades are posed. "

The symposium Thinking through Drawing: Practice into Knowledge brought together artists, neuroscientists, cognitive psychologists, medical practitioners, designers, and educators from the US and the UK, all with a shared interest in drawing and cognition. This trans-disciplinary gathering was held at Teachers College, Columbia University in New York City in October 2011 and addressed a broad range of concerns regarding contemporary drawing practice, theoretical analysis and education, in light of current scientific research.

This paper is published in a portuguese version in the proceedings of the conference Drawing in the University Today: http://www.i2ads.org/dut2013/DUTfolder/downloads/DUT2013_lo.pdf Theoretical and speculative cognitive research is reviewed to identify the most relevant cognitive skills connected to the exercise of drawing. A conducted experiment in drawing from observation is described and its findings are shared, enlightening the cognitive processes underlying drawing skills. Implications on learning how to draw issues are discussed as well as its importance on education seeking for consensus in recognizing the exercise of drawing from observation as an opportunity to develop higher order cognitive skills. We argue that the augmentation of perceptive-drawing competence might mean an expansion of the intelligence capacity, as suggested by Álvaro Siza’s aphorism "Drawing is the desire of intelligence".

Drawing behaviour has occupied European psychologists from the turn of the last century (Kerschensteiner, 1905; Luquet, 1927; Ricci, 1887; Rouma, 1913), maintained their interest ever since, and subsequently also attracted some attention from psychologists in other continents such as the United States. The main contribution of the early work was to describe how this typically human behaviour develops, and in particular which stages it follows (Piaget and Inhelder, 1956). Still, perhaps like many other scientists nowadays, Piaget saw drawing only as a figurative, illustrative instrument of representation, as opposed to rational and operational thought devoted to the genuine understanding of reality. Thus, drawing behaviour was not frequently studied in relation to cognitive development. However, a notable exception was the ‘Draw-a-person test’ designed by Goodenough (Goodenough, 1926; Goodenough and Harris, 1950) which assesses mental age in children via the human figure drawing, and, because it has a high correlation with intelligence tests until adolescence, it is still in use today. Since the 1970s and 1980s, a refreshed interest in drawing from developmental and cognitive psychologists from an empirical, experimental, statistically underpinned perspective has flourished, as evident in two books by Freeman (Freeman, 1980, see also his current contribution to this book; Freeman and Cox, 1985). Since then a productive scientific research area has opened and progressed, embedding drawing research into mainstream cognitive and developmental psychology, as shown by the many journal articles and books which followed (e.g. Cox, 1986; Golomb, 1973; Goodnow, 1977; Thomas and Silk, 1990; as well as Lange-Küttner and Thomas, 1995). The current book offers an up-todate and state-of-the-art overview of the main lines of research currently conducted on drawing from a cognitive perspective.

FATE in Review, 2013

This paper began with a conversation about a common problem between two very different art programs, Pratt Institute (a private art and design school in Brooklyn, NY), and Winthrop University (a state university in South Carolina). In both institutions, conflicting conceptions of and attitudes about drawing raised questions in foundation programs and provoked school-wide conversations with serious implications for how—and whether—drawing is taught in each program. Evidently similar debates about the position of drawing within art and design education are occurring in schools of art, design, and architecture nationally and internationally, indicating the need to make a case for drawing in the 21st century.1 Here we make that case by defining drawing as a vehicle for cognition (thinking through drawing) applicable to all art forms and linking them to other disciplines, including STEM subjects (science, technology, engineering, and mathematics). This concept is being verified by recent research. The following sections summarize three approaches to thinking through drawing, based on our presentation at postHaus, the 2013 FATE conference in Savannah, Georgia. The first approach, presented by Andrea Kantrowitz, outlines some findings from cognitive science. Seymour Simmons then gives an overview of philosophical perspectives on drawing instruction. The third section, presented by Kim Sloane, describes what “thinking through drawing” looks like in a foundation classroom.

PSYCHOLOGISTS ARE NOW PROVIDING EVIDENCE FOR WHAT ARTISTS AND DESIGNERS HAVE LONG KNOWN IN PRACTICE: DRAWING IS A TOOL OF THOUGHT. New understandings of drawing, emerging from the conjunction of methods and models from cognitive science and arts-based research, have important practical applications for art education and beyond. In this article we give a brief account of recent drawing and cognition research (ours and others') and discuss the relevance for art educators. We are researchers, educators, and artists ourselves and we have incorporated research findings into our pedagogical practice. We hope to enable readers to adopt and adapt these examples for their own teaching.

Leonardo, 1995

Drawing is increasingly recognized as a literacy of science. It is claimed that when learners draw they engage in ways that help them evaluate and transform their understanding, practice fundamental disciplinary practices and provides the basis for formative or summative assessment. This symposium draws together research on student drawing across different disciplines (e.g. Chemistry, Biology, and Anatomy) to explore the value that drawing can have in learning science and medicine. Importantly, the papers take a nuanced view of the value of drawing; attempting to avoid the sometimes overblown claims that accompany calls for particular approaches to education by addressing situations when drawing has been found to be ineffective as well as helpful. They will also focus on analysis of process data (e.g. drawings) to provide insight into when particular representational practices are helpful and how they must be executed and supported to gain these benefits.

ARCHIVI, DEPOSITI, MAGAZZINI PRESSO GLI ITTITI, M.E. Balza, M. Giorgieri, C. Mora eds., 2012

Aquileia Nostra, 2005

Journal of Critical Realism in Socio-Economics, 2024

THE PLANT CELL ONLINE, 2002

AEGYPTUS, 2024

Journal of Nanomaterials

Conference Proceedings EMOOCs , 2023

Professional Paper

Consumption Markets & Culture, 2023

Arenal, 2017

Journal of Chemical Sciences, 1990

physica status solidi (a), 2008