ISSN: 20570384
First published in 2016
2 issues per volume
Volume 2 Issue 1
Cover Date: April 2017
Exploring drawing as a generative act: Articulating thought processes in the context of interdisciplinary approaches to drawing pedagogy
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Authors:  Asmita Sarkar 
DOI: 10.1386/drtp.2.1.157_1

drawing pedagogy,interdisciplinarity,drawing practice,drawing and art science,visual thinking,theory-practice relation

This article offers an approach to drawing pedagogy and presents case studies of drawings produced by students from Srishti Institute of Art, Design and Technology, Bangalore, South India. The project aims to examine whether the conceptual and subjective aspects of drawing can be combined with contextual reading. Students were instructed to draw pictures inspired by texts related to cognitive psychology, anthropology, literature and philosophy. Their whimsical and speculative drawings incorporated conceptual elements from the texts beyond objective representation, demonstrating the influence of interdisciplinary course content on drawing. The results provide new insights into debates of visual literacy and drawing pedagogy.
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