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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]
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