Drawing Pedagogies in Higher Education: The Learning Impact of a Collaborative Cross-Disciplinary Drawing Course

Autor/inn/en	Lyon, Philippa; Letschka, Patrick; Ainsworth, Tom; Haq, Inam
Titel	Drawing Pedagogies in Higher Education: The Learning Impact of a Collaborative Cross-Disciplinary Drawing Course
Quelle	In: International Journal of Art & Design Education, 37 (2018) 2, S.221-232 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lyon, Philippa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-8062
DOI	10.1111/jade.12106
Schlagwörter	Freehand Drawing; Art Education; Medical Education; Interdisciplinary Approach; Undergraduate Students; Medical Students; Qualitative Research; Case Studies; Team Teaching; Student Attitudes; Human Body; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Drawing; Zeichnen; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Medizinische Ausbildung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Qualitative Forschung; Case study; Fallstudie; Case Study; Teamteaching; Schülerverhalten; Menschlicher Körper; Ausland; Großbritannien
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 College of Arts and Humanities at a UK university and has a thematic focus on the human body. This qualitative case study sets 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 cross-disciplinary student group. Findings included, with reference to Riley's framework of drawing pedagogies, 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, enabling insights to be developed into different disciplinary epistemologies. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01