Dear Helen and Jim,
This is interesting.
I'm familiar with the use of drawing to construct, develop, interpret and
communicate ideas. As many artists, and educators, I also use drawing to
record and develop thinking and am currently experimenting with using
drawing to record experience as it takes place.
I recognise Helen's way of 'feedback' and sometimes try to get students to
hold complete 'conversation drawings'. They often find it difficult, but I
wonder if Helen, your style of drawing feedback ever (or always) develops
into a drawing conversation between you and the student - each adding to,
cancelling out your own and each other's ideas leading to a discussion on
paper as tutorial progresses? And if, could drawn responses or conversations
then potentially take the place of spoken tutorial discussion completely?
However, I am not at all familiar with using drawing (only) as formal
feedback in the way Jim describes and would be really interested in seeing
examples (summative and formative). Jim, do you have any available?
In meantime, inspired by this, will keep an open eye/ear for research on
this particular subject.
Thanks,
Marianne
...
DONE DOING THAT! Participate in the survey
100 Things NOT Worth Repeating: http://criticalm.org/repetition/survey.php
Marianne Holm Hansen
Telephone: +44 (0)20 7916 1937
Web: http://www.criticalm.org
> From: Helen Birch <[log in to unmask]>
> Reply-To: The UK drawing research network mailing list
> <[log in to unmask]>
> Date: Mon, 10 Dec 2007 15:33:41 -0000
> To: [log in to unmask]
> Subject: Re: Drawing as Feedback
>
> Bradford College Open Days 2008. Make a date to come and see us.
> 11 March 2008, 12pm - 8pm - 1 July 2008, 12pm - 8pm - 21 August 2008,
> 12pm - 8pm
>
> When I complete paper feedback for students in 1-to-1 tutorials it tends to be
> a mixture of written notes and drawn thumbnails. They really value both, but
> it's the visuals that are often the most important part, as they see me
> construct the image/idea. Even today's teaching has underlined this: landscape
> composites where I was able to look at their work and doodle an automatic
> response to component parts to manufacture the whole. It clarifies my thinking
> too. What I would add is that this style of drawing response has to be
> completed with student present,otherwise the sketch doesn't make sense
>
> Helen Birch
> Drawing Lecturer
> Bradford School of Arts & Media
>
> -----Original Message-----
> From: The UK drawing research network mailing list
> [mailto:[log in to unmask]] On Behalf Of Jim Butler
> Sent: 10 December 2007 14:33
> To: [log in to unmask]
> Subject: Drawing as Feedback
>
> Hi everyone,
>
> I've become very in using drawing (rather than writing) as the formal
> language of documented feedback to students for both formative and
> summative assessment within a university setting. So far the student
> response has been very encouraging. Is anyone else working in this way
> or aware of any research into this area?
>
> Jim
>
> Jim Butler
> Pathway Leader, B.A. (Hons) Illustration and Animation
> Cambridge School of Art
> Anglia Ruskin University,
> East Road,
> Cambridge CB1 1PT
> tel: 0845 1962920
> email: [log in to unmask]
>
> This e-mail and any attachments are intended for the above named
> recipient(s) only and may be privileged. If they have come to you in
> error you must take no action based on them, nor must you copy or show
> them to anyone: please reply to this e-mail to highlight the error and
> then immediately delete the e-mail from your system.
>
> Any opinions expressed are solely those of the author and do not
> necessarily represent the views or opinions of Anglia Ruskin
> University.
>
> Although measures have been taken to ensure that this e-mail and
> attachments are free from any virus we advise that, in keeping with
> good computing practice, the recipient should ensure they are actually
> virus free. Please note that this message has been sent over public
> networks which may not be a 100% secure communications medium and
> Anglia Ruskin University cannot be held responsible for its integrity.
>
>
>
>
> Email from Bradford College is subject to a disclaimer, the full
> contents of which are available for viewing at the following link:
> http://www.bradfordcollege.ac.uk/emaildisclaimer.htm
>
|