To draw on something means to allow yourself to be informed by and to heed the clues, suggestions and directions emanating from another source. The aim of this article is to describe how walking, as an embodied form of visual and performative practice, might open up opportunities and avenues for an expanded drawing approach. The first step is to plant one’s feet on the ground and let yourself be drawn to the terrain. The whole experience emerges from the terrain and thus it can be considered as drawing from the ground up. This article discusses and considers how un/planned perambulations can be transformed into a drawing(-out) tool that extends the meaning of the practice to comprise multimodal extrapolations and a diverse range of media. The eclectic approaches discussed in this article draw heavily on phenomenology and bear traces of a grounded theory that borrows from deep mapping combined with aspects of Dasein, which can be discerned throughout the process. The discussion explores the wider meaning of drawing as a form of seeing and making in response to place and time, while it attempts to push drawing beyond the limits imposed by a restricted flat surface.
To draw on something的意思是让自己从另一个来源获得信息，并注意线索、建议和方向。这篇文章的目的是描述行走，作为一种视觉和表演实践的具体形式，如何为扩展的绘画方法开辟机会和途径。第一步是脚踏实地，让自己被地形所吸引。整个体验从地形中浮现出来，因此它可以被认为是从地面开始绘制的。本文讨论并考虑了如何将未计划的漫步转化为一种绘图(输出)工具，将实践的意义扩展到包括多模态外推和多种媒体。本文中讨论的折衷主义方法在很大程度上借鉴了现象学，并留下了一种扎根理论的痕迹，这种理论借鉴了与此在的各个方面相结合的深度映射，这可以在整个过程中辨别出来。讨论探讨了绘画作为一种对地点和时间作出反应的观看和制作形式的更广泛意义，同时它试图推动绘画超越受限制的平面所施加的限制。
{"title":"From the ground up: Drawing on phenomenology","authors":"T. Borg","doi":"10.1386/drtp_00066_1","DOIUrl":"https://doi.org/10.1386/drtp_00066_1","url":null,"abstract":"To draw on something means to allow yourself to be informed by and to heed the clues, suggestions and directions emanating from another source. The aim of this article is to describe how walking, as an embodied form of visual and performative practice, might open up opportunities and\u0000 avenues for an expanded drawing approach. The first step is to plant one’s feet on the ground and let yourself be drawn to the terrain. The whole experience emerges from the terrain and thus it can be considered as drawing from the ground up. This article discusses and considers how\u0000 un/planned perambulations can be transformed into a drawing(-out) tool that extends the meaning of the practice to comprise multimodal extrapolations and a diverse range of media. The eclectic approaches discussed in this article draw heavily on phenomenology and bear traces of a grounded\u0000 theory that borrows from deep mapping combined with aspects of Dasein, which can be discerned throughout the process. The discussion explores the wider meaning of drawing as a form of seeing and making in response to place and time, while it attempts to push drawing beyond the limits imposed\u0000 by a restricted flat surface.","PeriodicalId":36057,"journal":{"name":"Drawing: Research, Theory, Practice","volume":"63 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84947866","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper reflects on a project run in a first-year class of art and design degree, in the Curricular Unit of Art and Design Theory. The objective of the project was to investigate the potential of a teaching protocol where a set of drawings were generated in class by the teacher to facilitate knowledge transfer in the classroom. The drawings generated by the teacher in class have not been treated or explored as a strategy as such, but they supported the delivery of theoretical content in the classroom. As part of the teaching theory protocol, a series of drawings were built as a sequential visual narrative, in the form of a story; these drawings, acting as visual narratives, sought to enable students to understand the theoretical content. At the end of the sessions, all students involved in the project were evaluated through surveys, to gather evidence of their understanding of theory. The results obtained suggest that the use of drawing as a tool in explaining theory facilitates a better understanding of theoretical concepts for students. It also allows the teacher to clarify and adjust unclear points in the lectures, and as such this protocol could function as a recursive strategy. In conclusion, the simplicity of this strategy could benefit students with cognitive difficulties, offering a complementary approach in the dialogue between teacher and student. This approach is particularly useful in contributing to the transfer of knowledge in the classroom in a digital age.
{"title":"Black book blackboard black book: A drawing-based strategy for knowledge transfer","authors":"Rui Barreira","doi":"10.1386/drtp_00071_1","DOIUrl":"https://doi.org/10.1386/drtp_00071_1","url":null,"abstract":"This paper reflects on a project run in a first-year class of art and design degree, in the Curricular Unit of Art and Design Theory. The objective of the project was to investigate the potential of a teaching protocol where a set of drawings were generated in class by the teacher to\u0000 facilitate knowledge transfer in the classroom. The drawings generated by the teacher in class have not been treated or explored as a strategy as such, but they supported the delivery of theoretical content in the classroom. As part of the teaching theory protocol, a series of drawings were\u0000 built as a sequential visual narrative, in the form of a story; these drawings, acting as visual narratives, sought to enable students to understand the theoretical content. At the end of the sessions, all students involved in the project were evaluated through surveys, to gather evidence\u0000 of their understanding of theory. The results obtained suggest that the use of drawing as a tool in explaining theory facilitates a better understanding of theoretical concepts for students. It also allows the teacher to clarify and adjust unclear points in the lectures, and as such this protocol\u0000 could function as a recursive strategy. In conclusion, the simplicity of this strategy could benefit students with cognitive difficulties, offering a complementary approach in the dialogue between teacher and student. This approach is particularly useful in contributing to the transfer of\u0000 knowledge in the classroom in a digital age.","PeriodicalId":36057,"journal":{"name":"Drawing: Research, Theory, Practice","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79079198","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Drawing studies: An academic field established in the twenty-first century","authors":"E. Côrte-Real","doi":"10.1386/drtp_00063_2","DOIUrl":"https://doi.org/10.1386/drtp_00063_2","url":null,"abstract":"","PeriodicalId":36057,"journal":{"name":"Drawing: Research, Theory, Practice","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78439295","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-25DOI: 10.1108/978-1-83867-325-320211005
Curie Scott
{"title":"Practical Considerations for Health Professionals on Using Drawing","authors":"Curie Scott","doi":"10.1108/978-1-83867-325-320211005","DOIUrl":"https://doi.org/10.1108/978-1-83867-325-320211005","url":null,"abstract":"","PeriodicalId":36057,"journal":{"name":"Drawing: Research, Theory, Practice","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74618729","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-25DOI: 10.1108/978-1-83867-325-320211006
Curie Scott
{"title":"Potential Challenges of Drawing and How to Conquer Them","authors":"Curie Scott","doi":"10.1108/978-1-83867-325-320211006","DOIUrl":"https://doi.org/10.1108/978-1-83867-325-320211006","url":null,"abstract":"","PeriodicalId":36057,"journal":{"name":"Drawing: Research, Theory, Practice","volume":"34 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77452526","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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