Drawing Skills of Candidates for Architectural Studies vs. Learning Outcomes of Graduates. Comparative Research Based on the Example of The Faculty of Architecture, Poznan University of Technology

Gawlak, Agata; Pruszewicz-Sipińska, Ewa; Bonenberg, Wojciech

doi:10.3390/educsci11070339

Cited by 5 publications

(2 citation statements)

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“…We did not find any research on this theme in the context of Portuguese academia, but some research in other countries may help create connections, establish comparisons, and provide some more scientific background, not only to contextualize but also to show the relevance of this kind of research in our national context. On a similar subject of research focused on architecture students in Poland, the researchers state that "there is no correlation between the results obtained in the entrance exam (the drawing stage) and the grades obtained by the students in the Drawing classes during their education in subsequent semesters of studies" (Gawlak et al, 2021). This means that we need further information about the student's performance during the two first semesters in college.…”

Section: Discussionmentioning

confidence: 99%

Drawing skills at the beginning of higher education: Teachers’ perspectives, expectations, and realities

Silva

Palaré²

2023

Front. Educ.

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For more than two decades, educational policies in Portugal have primarily focused on improving student outcomes, reducing school absenteeism, and preventing school abandonment. Another factor has been the overemphasis on literacy and numeracy, which has resulted in an unbalanced weighting of these school subjects on instructional time. As a result, instruction time for non-essential classes, such as music and visual arts, was reduced. What effect do these policies have on the drawing abilities and visual literacy of those who pursue visual arts studies in higher education? To date, there has been a plethora of studies on drawing in its didactic, neurological, and physiological components, with findings that strengthen and support the idea that drawing plays a central role in the development of conceptual thinking and abductive reasoning. These findings are significant when advocating for drawing as a learning tool in S.T.E.M., but also, for drawing to play a different role in education overall. To determine whether these policies impact the competencies, skills, and visual literacy of those who pursue visual arts studies, we surveyed higher education teachers regarding their perceptions of student drawing skills as they begin college degrees ranging from fine arts to design. Some survey findings point to weak areas, particularly in perspective drawing and preparatory drawings and sketches. The teachers suggested that the causes were mostly political. These findings should be investigated further, specifically through follow-up interviews and a survey of first-and second-year students enrolled in the courses taught at the educational institutions under analysis.

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Section: Discussionmentioning

confidence: 99%

Drawing skills at the beginning of higher education: Teachers’ perspectives, expectations, and realities

Silva

Palaré²

2023

Front. Educ.

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“…Its study consists of mastering the above topics. In most art schools, drawing is a core subject for the entrance exam, alongside elective courses, for those wishing to study fine art (Gardner, 2006;Gawlak et al, 2021). Therefore, our attention is on the study of drawing at the Central Academy of Fine Arts in Beijing, which, according to the major, is the studio's speciality.…”

Section: Opinionmentioning

confidence: 99%

Artistic Drawing and Thought Expression: CAFA Drawing Retrospective 2009-2015

Theoodore

2023

ADR

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Artistic drawing is one of the disciplines of fine arts; it is the art of embellishing our spaces; a means for the artist to express his thoughts and the medium he uses to provide the viewer with a reading of society. The artist finds in it an indispensable mode of expression. Let us specify that "thought", the concept we refer to in this dissertation, concerns only the artist's intentions, the vision of the world, and the interpretation of social realities. Knowing that the expression of thoughts has a pre-established path which is: speaking or writing, it is not daring to attribute the communicative function to drawings. Thus, is there any expressiveness in the images? Let us see if we can read the drawing like a book. Does the artist use the same writing tools as a writer? Can he describe all the social, historical, and cultural realities by drawing them? By studying this art and visiting museums of history, we realized that, with "the drawing as a historical document", it was possible to reconstruct past events. Indeed, from this point of view, we analyzed the content of the drawing to arrive at certainty. Therefore, the artist catches social, historical, and cultural realities to interpret them and suggests a pictorial reading with triple value: aesthetic, historical, and cultural. From the collection of data, we assemble information on the drawings exhibited at the CAFA, on the original artworks, and in the 798 gallery survey reports (Contemporary Arts Space, Beijing) to conclude by posing the problem of the expressiveness of the artistic drawing and trying to solve the enigma to enlighten the reading of this pictorial writing.

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