June 14, 2009
June 14, 2009
June 17, 2009
Engineering Design Graphics
14.1259.1 - 14.1259.17
The understated value of freehand sketching in technology education
As education plays such a vital role in economic competitiveness, it is no surprise that the focus for many governments is to invest in educational initiatives. Innovation in pedagogy, refined curriculum and much research into the science of teaching and learning is hoped to promote a knowledge economy. In recent years the Irish education systems have been particularly proactive in the area of technology education. Four new subjects were drafted at Senior Cycle level, all with a common philosophy grounded in design and technology. This clear shift in focus from the traditional craft based subjects to a more creative design-based suite of subjects has brought with it an unprecedented need for continuous professional development.
This paper focuses on the shift in skill set from teaching in a predefined drawing mode to that of a conceptual mode that fosters creativity. As technical sketching is a fundamental building block of all design-based activities, it formed the core of this study. Focusing on the learning process under the descriptors of presage, process and product, enabled a linear exploration of an otherwise complex dynamic learning experience.
Although the perception of innate ability restricts the level of application of many teachers in terms of sketching, it proved a valuable attribute as a comparative criterion when selecting contributors. The study included participants that subjectively claimed an average standard of sketching capabilities and a polar group with a prerequisite mindset governed by the phrase “I cannot sketch”. All participants completed a purpose designed five-week course of study. The course included much psychomotor skill development, however the significant value of the course content centred on the cognitive development that progressed from knowledge acquisition to synthesis.
The paper concludes by highlighting the value of ‘Process’ based education over the traditional ‘Product’ approach and presents empirical evidence that illustrate enhanced cognitive capabilities of the participants. The use of pre and post intervention data and qualitative commentary validates the suggestion that there is a greater cognitive value to sketching than the completed composition.
The purpose of this study was to investigate if sketching is more than a physical activity which some people excel at and enjoy, while others find difficult and frustrating. It forms part of initial research that is being carried out as part of a greater study at the University of Limerick, which aims to determine how freehand drawing can be taught and applied in technology subjects not only as a means of communication but as a greater cognitive tool.
Technological subjects at pre-university level in Ireland have a broad aim directed towards developing fundamental design skills and aptitudes in pupils. Problem
Lane, D., & Seery, N., & Gordon, S. (2009, June), The Understated Value Of Freehand Sketching In Technology Education Paper presented at 2009 Annual Conference & Exposition, Austin, Texas. https://peer.asee.org/5855
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2009 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015