Hi Veronica
this sounds facinating.
I see drawing [and teach it this way] firstly as a way to explore concrete and abstract ideas and secondly to communicate these ideas to themselves and to others. To be able to draw as fast as they can think is my aim for the students [fashion design], and I find that often quality will come out of quantity - draw every day.
I'd love to find out more about your exercises and to see some of the works.
thanks
Margo
Margo Barton
Academic leader - fashion
Department of Design
Otago Polytechnic
Private Bag 1910
Dunedin
New Zealand
ph [+64 3] 4796197
fax [+64 3] 4793621
>>> [log in to unmask] 07/29/06 3:56 AM >>>
Hello,
I am Veronica Figueroa and am currently teaching a class named "the
observing artist" at CENTRO de diseño, cine y televisión" in Mexico
City.
Students who enrolled thought it was a drawing workshop... and some
of them still do think this.
What Im doing here is teaching them to observe first, then to record
what they observed... which is why they think Im teaching them to draw.
I am experimenting with various exercises, and must be extra careful
on how i put into words what i expect them to do in each, because
they are used to the traditional education system, which
unfortunately (at least in this country) has little to do with the
arts. So they tend to take instructions quite literally and in most
cases they dont understand why i am asking them to draw something
without looking at the paper! They tend to get very frustrated at the
result of this particular chore and dont seem to understand why i get
so excited with their "explorations".
I base my whole class in the idea that realistic drawing is the
result of an "organized" observation and and "organized" thought. So
it requires an "organized" mind in the first place.
if you are interested, I would love to share some of these drawing
exercises and even post some of my students' work.
regards,
Veruca
On Jul 28, 2006, at 7:12 AM, Pauline Ridley wrote:
> I've been following recent threads with interest. I'm coordinating
> the 'Visual practices' learning area of the LearnHigher CETL
> (Centre for Excellence in Teaching & Learning) - a consortium of 16
> universities. Our overall focus is learning development, how
> students understand and develop the knowledge and skills they need
> in different subjects. (You can find out more at http://
> www.learnhigher.ac.uk/learningareas/Visual_Practices.html )
>
> Visual learning is crucial in just about every subject, especially
> the physical sciences as well as obvious ones like art and design,
> but neglected in traditional study skills support - and not often
> acknowledged by subject staff until you ask them what problems a
> blind or vision impaired student might encounter. My job over the
> next few years is to draw together resources and research about the
> way that students develop their visual abilities in different
> subjects, particularly in relation to observing and recording what
> they see, interpreting and analysing visual evidence (natural
> forms, human subjects, artefacts) and communicating visual arguments.
>
> One area I'm particularly interested in is the decline in schools
> and universities of drawing as a means of knowing (as distinct from
> creative expression). For instance colleagues in biomedical
> sciences say that their students no longer draw what they see down
> the microscope but are used to relying digital microscopes which
> produce a photographic image instead. Similarly, whereas maths
> students used to plot the graph of an equation manually, in the
> process really getting to understand the relation between a curve
> and its mathematical formula, now a maths calculator will generate
> it automatically. An earlier thread also discussed the role of
> copying in helping students to understand the art of the past.
>
> A lot of this has to do with the sustained attention making a
> drawing requires, but also to do with physical and motor memory
> helping to reinforce learning. Do any members of this list have
> relevant experiences and suggestions to share, that might help
> revive drawing as an integral part of academic learning?
>
> best wishes
> Pauline
>
> PS I'd also really like to see a Big Draw event taking place on
> every University campus.....
> ---------------
> Pauline Ridley
> Learning Area Co-ordinator (Visual Practices)
> Learnhigher CETL
> Centre for Learning and Teaching
> Room 113, Mayfield House, Falmer
> University of Brighton
> Brighton BN1 9PH
> 01273-643406
> Email [log in to unmask]
> Visit the CLT website at
> http://staffcentral.brighton.ac.uk/clt
>
>
>
> -----Original Message-----
> From: The UK drawing research network mailing list [mailto:DRAWING-
> [log in to unmask]] On Behalf Of Duff, Leo
> Sent: 28 July 2006 12:16
> To: [log in to unmask]
> Subject: Re: Definition of drawing
>
> Dear Lili
>
>
>
>
>
> I am very interested in this project. Do the drawings work with
> out words, spoken or written? Have you any example you could let
> me see. Where are you based? My email is
>
>
>
> [log in to unmask]
>
>
>
> with thanks leo
>
>
>
> Leo Duff. Faculty of Art, Design & Architecture. Kingston
> University London. Knights Park. Kingston Upon Thames. Surrey
> KT1 2UD. UK
>
> 0044 (0) 208 549 3598
>
>
>
> From: The UK drawing research network mailing list [mailto:DRAWING-
> [log in to unmask]] On Behalf Of Lili Larratea
> Sent: 28 July 2006 12:11
> To: [log in to unmask]
> Subject: Re: Definition of drawing
>
>
>
> Hi Leo,
>
> Thank you for your feedback. I have designed a game where
> participants are encouraged to redesign objects/their projects
> through drawing and while learning about sustainable development
> basic concepts. I was wondering if you had come across any
> projects that had proved the cognitive side of drawing. So far,
> I've proven that with my own project.
>
> Kind Regards,
>
> Lili
>
> On 7/21/06, Duff, Leo <[log in to unmask]> wrote:
>
> Dear Lili
>
> I see drawing in the creation of, and development of, a design as
> part of the thought process along with part of the realisation
> process.
> If for example you are designing a new building, you need the
> drawings ( made by whatever means) to 'show' to clients, to
> surveyors, to engineers, to builders, to tradesmen such as
> electricians. Each of these requires a different drawing, or
> language of drawing. ( For example the client will not buy the
> design on the drawings made for the electrician, nor would the
> engineer be happy to work with the drawings made to show the client
> the impressiona nd atmosphere of the building).
>
> However, you do not need the actual building to convince all these
> various players that the building will work, that its a good design
> etc. The drawings are part and parcel of that step, from initial
> idea to final object being made.
> Learning to draw is not the final outcome its an on going process
> and in the case of design needs to interact between several people,
> not in isolation.
>
> best wishes leo
>
> Leo Duff
> Faculty of Art,Design & Architecture
> Kingston University
> Knights Park
> Kingston Upon Thames
> Surrey KT1 2QJ
> UK
>
> 00 44 (0) 20 8547 8492
> fax : 00 44 (0) 20 8547 8471
>
> [log in to unmask]
> ----------------------------------------------------------------------
> --------------------------------------------------------------
> On 21/7/06 12:56, "Lili Larratea" < [log in to unmask]> wrote:
>
>
>
> Hi Leo,
>
> I'd be interested to know if anyone has researched drawing
> as part of the design process of an object. Is drawing truly
> implementing the thinking process in a learning activity? Is
> learning to draw the final outcome or is it the thinking process
> that goes with it? Or both?
>
> I am researching on teaching tools that use drawing as the
> method for engaging students into learning. Mainly, I am looking at
> which skills they gain when they use drawing as an enquiring tool.
>
> Lili
>
> www.endpoint.co.uk <http://www.endpoint.co.uk> <http://
> www.endpoint.co.uk>
> www.redesigndesign.org <http://www.redesigndesign.org>
> <http://www.redesigndesign.org >
>
>
>
>
>
>
>
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Verónica Figueroa
promoción
Centro de diseño, cine y televisión
Sierra Mojada 415, Lomas de Chapultepec
Tel. 52018870 ext. 8804
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