Abstract
Drawing education strategies have been centred in specific skill development models regarding observational accuracy, creativity or expression. New design curricula require effectively integrated proposals that develop these dimensions simultaneously and are focused in the development of professional competencies. Drawing is a fundamental medium to accomplish this task. This paper presents current results of a simple methodology being implemented at OUR INSTITUTION for the research, evaluation and development of drawing in our design students based on the concept of Schema (Kant,1787)(Piaget, 1927)(Andersen, 1977)(Eco, 1998). The fundamental hypothesis of this research is that drawing practice and learning is based in the binomial consisting of observation drawing and schema learning. The proposal is to merge the different models of drawing analysed in the paper to generate a comprehensive teaching and evaluation model for drawing for design. The paper also presents the results and analysis from the implementation of these methodologies.
Keywords
Drawing, Schema, teaching, evaluation, strategies, neurocognition, professional competences
DOI
https://doi.org/10.21606/learnxdesign.2013.001
Citation
Aguilar, N.K.,and Hernandes Azpeitia, J.L.(2013) Teaching and evaluation strategies for drawing in design education: the use of drawing schemata as a tool for the in-class development of drawing for design, in Reitan, J.B., Lloyd, P., Bohemia, E., Nielsen, L.M., Digranes, I., & Lutnæs, E. (eds.), DRS // Cumulus: Design Learning for Tomorrow, 14-17 May, Oslo, Norway. https://doi.org/10.21606/learnxdesign.2013.001
Creative Commons License
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Included in
Teaching and evaluation strategies for drawing in design education: the use of drawing schemata as a tool for the in-class development of drawing for design
Drawing education strategies have been centred in specific skill development models regarding observational accuracy, creativity or expression. New design curricula require effectively integrated proposals that develop these dimensions simultaneously and are focused in the development of professional competencies. Drawing is a fundamental medium to accomplish this task. This paper presents current results of a simple methodology being implemented at OUR INSTITUTION for the research, evaluation and development of drawing in our design students based on the concept of Schema (Kant,1787)(Piaget, 1927)(Andersen, 1977)(Eco, 1998). The fundamental hypothesis of this research is that drawing practice and learning is based in the binomial consisting of observation drawing and schema learning. The proposal is to merge the different models of drawing analysed in the paper to generate a comprehensive teaching and evaluation model for drawing for design. The paper also presents the results and analysis from the implementation of these methodologies.