Knowing how to see in Drawing: Perception and Representation in Observational Drawing Pedagogy

In order to contribute to the research in the observational drawing field as well as its teaching, this study, presented in 2009, analyzed the observational drawing process at the perceptive and graphic performance levels and the results achieved in terms of the model’s graphic representation concerning: i) adequacy of size, ii) adequacy of position, iii) adequacy of orientation and iv) adequacy of configuration. The sample is composed by forty drawings, analyzed and evaluated in these dimensions at four different moments of the teaching/learning process, which were made by ten students while attending the 6th, 20th and 30th sessions of the practical drawing classes, Desenho 1 (Drawing 1), of the Undergraduate Program of the Architecture Course of the Faculdade de Arquitectura da Universidade do Porto. One last session was added, in the following academic year, in such a way as to cover the beginning, the middle, the end and also the post-learning periods. The results are presented in two levels. At the first level one studies the relations between the perceptive behavior during the drawing and the graphic results. At the second level one establishes the graphic strategies which were used and their relations with the obtained results. Finally, it was possible to study these same factors but in terms of their behavior throughout the learning process which was the context of these trials. The results suggested interesting considerations concerning how, in the drawing process, the perceptive performance and the graphic strategies can affect the representational results. Based on the conclusions of this study, the productive process of observational drawing can imply the formation and use of mental images or schemata, and that the strategies, perceptive behaviors and the graphic results depend on the kind of schemata each individual evokes: of analogous or descriptive nature. We concluded that the teaching of observation drawing should develop a progressive awareness of the usual drawing strategies, and should encourage the student to search for the best alternatives for each individual, concerning each one’s mental ability to evoke the schemata.

Year 2009
Type Thesis
Institution Faculdade de Psicologia e Ciências da Educação da Universidade do Porto
Degree PhD
Supervisor(s) No supervisor (Tese auto-proposta)
Language Portuguese
Field Education Science, Drawing Theory