Use Of Drawings Research Articles

Making grammars for material and tectonic complexity: An example of a thin-tile vault

Shape grammars are a framework to view design as non-deterministic, creative, visual computation, and making as the deterministic execution of a design in the material world. Making grammars conceive of making as creative, multi-sensory, material computation. However, examples in the literature on making grammar are insufficiently complex to demonstrate the creativity of non-visual senses in making. This paper develops a making grammar for thin-tile vault construction as a sensory ethnography to ‘show making’ to designers as being a creative practice involving visual and non-visual senses. To do so, the role of drawing in shape grammar and making grammar is differentiated, and environmental psychology is used to develop a framework for the use of drawing to depict multi-sensory processes in making grammar.

Drawing to Learn: Using Visualization as Pedagogy for Exploring the Social World

Even though drawing, as a form of learning, has been confined to disciplines such as fine arts and graphics design, there is evidence that drawing can be an important heuristic device for teaching college students. However, the use of drawing as a pedagogy in teaching sociology is undeveloped. The article starts by discussing the theoretical framework for understanding drawing as a teaching technique, then it describes the drawing activity used in a sociology class to explore the topic of race and the observations I have made from the activity. The article then discusses an unexpected discovery and how to make sense of this unexpected finding. The paper concludes with a discussion of the pedagogical value of visualization in teaching social sciences.

A Visual and Sensory Participatory Methodology to Explore Social Perceptions: A Case Study of the San Vittore Prison in Milan, Italy

A new range of visual and sensory strategies is emerging as an alternative mode of knowledge in criminology. Drawing on data from a pilot study, which started in 2017 at San Vittore Prison (in Milan, Italy), we discuss the potential, utility and the limitations of a visual and mobile participatory methodology for investigating what is perceived and expected with regard to the presence of prison in today’s urban environment. We do this, first, by considering in detail two techniques for collecting qualitative data: qualitative interviews with mental images (a form of graphic elicitation) and itinerant soliloquies—a mobile methodology. With respect to the latter, we suggest that the use of drawing as a non-representational visual tool, in connection with multisensory aspects of walking, can facilitate the emergence of often-ignored perspectives, perceptions and narratives about prison. Finally, we suggest how such a project could be useful for the emerging connections between visual, aesthetic and narrative criminologies.

Back to the Drawing Paper : Active Learning Approaches That Are Not All Boring

The most traditional approach for delivering gross anatomical information today is the traditional lecture and/or laboratory cadaver dissection or prosection. The anatomy laboratory provides the most active learning approach to learning body structure and function. Some anatomical concepts, however, cannot be visualized in a dissection or prosection, one of which is the concept of the somatic and visceral nervous systems peripheral structure and pathways. The objective of this study was to evaluate the use of drawing and labeling to gain appreciation of basic nervous systems concepts. Before the scheduled learning session, students were assigned a section to read in their textbook regarding the nervous system. At the beginning of the scheduled session, students were provided a sheet of paper with 4 boxes. In box 1 they were to copy a list of neuroanatomical terms that were shown on a Power Point slide. Next, they were shown on a Power Point slide an unlabeled drawing of the spinal cord and peripheral nerves. Using the terms listed in box 1, the various parts of the drawing were identified by the instructor for the students. The students were then asked to draw/sketch the drawing in box 2. In box 3, the students were asked to again copy the terms in box 1. In box 4, the students were asked to re‐draw/sketch the drawing in box 2 and label the drawing. When drawing and labeling in box 4, students were encouraged to check their neighbors’ drawing and labeling. Following this exercise, a shortened lecture was presented regarding the gross and cellular aspects of the neuroanatomical structures. This was followed by a Turning Point quiz using pictures from the textbook and lecture, and students were asked to check their answer with neighboring peers before submitting their answer. At the end of the neuroanatomical learning sessions, a survey with three questions using a five‐point scale was given to the students for them to evaluate the value for their learning of each segment (the list and drawing, lecture, and Turning Point quiz) of this learning session. Suggestions and comments were asked for. On a scale of 1–5, the value for each learning segment was as follows: list and drawing 4.3, lecture 3.8, Turning Point quiz 4.6. The survey results, and suggestions and comments, indicate that these various approaches to learning facilitate the learning process, and they serve as an active learning and peer teaching approach that is not boring.

A Novel Three‐Dimensional Drawing Activity to Learn the Dural Venous Sinuses

BackgroundThe use of drawing as a pedagogical tool in anatomy has been shown to be effective at increasing knowledge and engaging students. Creating three‐dimensional drawings or models can be especially beneficial as students struggle to translate two‐dimensional images into three‐dimensional structures in order to comprehend the dynamic aspects of functional anatomy.ObjectiveWe developed a three‐dimensional drawing activity of the dural venous sinuses to increase student knowledge of anatomical structures and improve their understanding of the spatial orientation and drainage system.MethodsStudents were given a pre‐test, a lecture, put in pairs, given markers and white swim caps, asked to draw the sinuses on their partner with anatomical accuracy, and completed a post‐test. All pre and post‐tests were evaluated using a T‐test. Effectiveness of the activity was gauged using a modified Likert Scale and was evaluated based on mean and median values.ResultsResults from the post‐test revealed a significant increase in knowledge related to structure identification and drainage (p = 0.017). Further, students found drawing to be an effective way to learn anatomical structures and strongly agreed that translating a two‐dimensional picture into a three‐dimensional drawing improved understanding of anatomical orientation.ConclusionOverall, this was a quick, effective activity utilizing three‐dimensional drawing to solidify the understanding of the dural venous sinuses. This educational tool required minimal time, direction and supplies, making it an ideal intervention for both small groups and large lab settings in any anatomy or neuroanatomy course.

A Scoping Review of Arts-Based Mindfulness Interventions for Children and Youth

Mindfulness-Based Interventions (MBIs) hold promise for building resilience in children/youth. We were interested in understanding why some MBIs incorporate arts-based methods, and what key findings were identified from the study of these MBIs. We used a scoping review to address our research questions. Scoping reviews can help us better understand how different types of evidence can inform practice, policy, and research. Steps include identifying research questions and relevant studies, selecting studies for analysis, charting data, and summarizing results. We identified 27 research articles for analysis. MBIs included the use of drawing, painting, sculpting, drama, music, poetry, and karate. Rationales included both the characteristics of children/youth, and the benefits of the methods. Arts-based MBIs may be more relevant and engaging especially for youth with serious challenges. Specific focus should be paid to better understanding the development and benefits of these MBIs.

Sketching while narrating as a tool to detect deceit

SummaryIn none of the deception studies that used drawings to date, was the effect of sketching on both speech content and drawing content examined, making it unclear what the full potential is of the use of drawings as a lie detection tool. A total of 122 truth tellers and liars took part in the study who did or did not sketch while narrating their allegedly experienced event. We formulated hypotheses about the total amount of information and number of complications reported and about various features of the drawings. Participants in the Sketch‐present condition provided more information than participants in the Sketch‐absent condition, and truth tellers reported more details than liars, but only in the Sketch‐present condition. In contrast to previous research, no Veracity differences occurred regarding the content of the drawings, perhaps because sketching was introduced as a tool that facilitated verbal recall and not as a stand‐alone tool.

'Drawing' to learn Anatomy: Exploring the theoretical underpinning and conditions favouring drawing based learning.

Medical educators are required to explore and introduce teaching and learning innovations to enhance students' cognitive growth and conceptual understanding. It is of particular importance in subjects of basic sciences which encompass basic principles of medical science and link the spheres of core knowledge and clinical application. There are multiple traditional approaches to teaching and learning of anatomy with varied preferences of use. Visualisation holds pivotal importance in learning anatomical knowledge. This review paper proposes use of drawing as a strategy to learn anatomy and describes some conditions for best use of drawing as a learning tool.

The Mental Image of the City in the Worldview of Activists of Dnipro’s Jewish Programs

The article analyzes the mental image of the city through the prism of a particular ethnic group’s attitude towards it, throwing light on the key features of the formation of urban public memory in general. The study is part of the research project “CityFace: Practices of the Self-Representation of Multinational Cities in the Industrial and Post-Industrial Era,” which covers five Ukrainian cities. Comparative and hermeneutic analysis, methods of cliometrics, social psychology, and pragmatic and cognitive sociology were employed. Furthermore, in order to create a holistic image of the city of Dnipro, the author drew on J. Vidal’s symbolic anthropology, K. Lynch’s concept of the mental image of the city, P. Nora’s idea of sites of memory, etc. The study centers on the contents of personal questionnaires and oral interviews. The interviews involved the methods of mental maps and social cartography, which made possible a clearer interpretation of the geocultural space of the city in the imagination of respondents through the use of drawings and the mapping of objects. This combination of methods allowed the author to build a hierarchy of the main features of the city as seen by respondents from each age microgroup. The study was carried out in several stages from June to August 2019. 32 respondents aged 20 to 60 participated in the questionnaire and interview phase of the study, performing various types of tasks. In the final phase, analysis of the results allowed the author to reconsider the prevalent idea of Dnipro in current literature, as well as to trace the shifting priorities in determining the most important loci of Dnipro across changing generations. Working with activists of Jewish programs, the author was able to construct a picture of the attitude towards of the city among the members of one of its communities and to pinpoint the group-specific and more general features of their perception of the city. Using Dnipro as a case study, the article observes certain tendencies towards a change in the perception of cities and urban space, as well as outlines some prospects of the further development of metropolitan areas in modern Ukraine.

Production of zinc wire for use as a high strength biodegradable surgical threads

Zinc along with magnesium and iron is one of the promising materials for creating high strength biodegradable surgical threads. However, for the production of zinc threads, it is necessary to study and optimize the atypical properties of the material: mechanical properties of the wire tied into a surgical knots, stress relaxation, biocorrosion. Additionally, traditional studies of tensile stress, elongation, and the number of kinks are needed. The paper explores the technology of drawing of zinc wire and changes in its properties at various parameters of drawing. As a workpiece, a wire with a diameter of 1.6 mm obtained by the Properzi method with standards DIN EN ISO 14919 and EN 1179 was used. The preform used is ductile (elongation about 40%), but has a low strength (about 100 MPa). The surface of the workpiece contains a noticeable number of defects associated with pre-treatment by metal forming. To improve the surface quality, a pattern was used in die with an angle atypical for zinc (5°). FEM modelling showed that for such die angle, shear strain on the wire surface is less than for large die angles, characteristic of traditional zinc drawing. The use of drawing in die with a reduced angle improved surface quality. In this work, wires of two diameters, 1 mm and 0.5 mm, were obtained and investigated. The study of the strength of the wire tied with a surgical knot made it possible to reveal the exceptional mechanical effectiveness of zinc as a material for surgical threads. The results of tensile tests showed that strength of the wire with a knot (effective strength) practically does not differ from the standard strength of the wire. For comparison, existing polymer threads and threads from magnesium alloys, when tied into a knot, lose more than 50% of their strength. This fact allows us to state that the effective strength of zinc threads (with a knot) approximately corresponds to the effective strength of threads from magnesium alloys. The relaxation of the resulting Zn wire was investigated on a Zwick250 machine. The obtained relaxation intensity of zinc is quite high and exceeds the relaxation intensity of magnesium and polymer filaments. However, after tying into a knot, the relaxation intensity of the obtained Zn wire practically did not change, while for other materials it accelerated significantly. Thus, the effective relaxation of the zinc wire is only slightly different from the relaxation of the polymer material.The results of an in vitro corrosion study showed that zinc, after drawing according to the scheme proposed in the work, has a corrosion rate of 40% less than the Properzi workpiece. This effect is a result of improving the surface quality of the wire. This is also the desired result and corresponds to the required corrosion rate of the surgical sutures.Thus, the zinc wire obtained by the proposed method of drawing well meets the requirements for high strength biodegradable surgical threads. However, obtaining threads with a diameter less than 0.5 mm is limited by the low strength of pure zinc and requires the search for new materials.

Territorial fragments of rural space colonization in Araucanía in the 19th century

This paper attempts at revealing the territory of Araucania Region as a construction by the Chilean State during the 19th century. We propose the use of drawings and mapping media as key analytic material to understand the morphology and production of the territory. At the same time and concerning the division of rural lands, we suggest that Araucania was built in a fragmented manner and not as a homogeneous and universal initiative. For such purpose, maps are shown to understand the territory from a general to a more particular viewpoint. Based on this, we suggest that in order to understand the current shape of Araucania, it is essential to pay attention to this particular approach from the fragments of the territory.

Integrating drawings into health curricula: university educators’ perspectives

The literature has identified promising findings regarding the application of arts-based initiatives to enhance healthcare professional (HCP) training. Research shows that drawings offer a window into the authentic, insider view...

IMPORTANCE OF DRAWING IN SOCIAL DEVELOPMENT OF PERSONS IN SOCIETY

Drawing is used to express one's creativity, and therefore has been prominent in the world of art. Throughout much of history, drawing was regarded as the foundation for artistic practice. Initially, artists used and reused wooden tablets for the production of their drawings. Following the widespread availability of paper in the 14th century, the use of drawing in the arts increased. At this point, drawing was commonly used as a tool for thought and investigation, acting as a study medium whilst artists were preparing for their final pieces of work. The Renaissance brought about a great sophistication in drawing techniques, enabling artists to represent things more realistically than before,[and revealing an interest in geometry and philosophy.
 The invention of the first widely available form of photography led to a shift in the hierarchy of the arts. Photography offered an alternative to drawing as a method for accurately representing visual phenomena, and traditional drawing practice was given less emphasis as an essential skill for artists, particularly so in Western society. The 14th century, the use of drawing in the arts increased. At this point, drawing was commonly used as a tool for thought and investigation, acting as a study medium whilst artists were preparing for their final pieces of work. The Renaissance brought about a great sophistication in drawing techniques, enabling artists to represent things more realistically than before, and revealing an interest in geometry and philosophy. It plays very important role in development of persons in society.

Insider-outsider as process: drawing as reflexive feminist methodology during fieldwork

This article illustrates the potential of drawing as a creative method to document and analyse the shifting insider-outsider status of the researcher during fieldwork. I draw on my experiences conducting field-based research at night around outsourced call centres in Mumbai, India, where I examined how women made decisions regarding night-time urban mobility and household social reproduction. While conducting research, I analysed my fluctuating position as an insider or outsider, and how these shifts impacted research dynamics. Furthermore, I relied on boundary-making to alter my relative distance from research participants, thus shaping my positioning on the insider-outsider spectrum. I used hand drawing as a representational technique to document the site, as well as to analyse my positionality within it. This article places feminist methodological insights in conversation with geographic scholarship on drawing to make the following contributions. I show how drawing as a technique can enrich feminist claims about the complex relations between researcher and research participants, challenging a static and dichotomous framing of the researcher as insider or outsider. I also contend that feminist concerns about power dynamics can shape the use of drawing as a critical methodological tool.

A Decline in Drawing Ability?

AbstractThis research surveys changing attitudes to drawing pedagogy, in the context of digitisation, moves toward student‐centred learning in art & design higher education, and anecdotal reports of declining competence. Based on student, teacher and examiner’s experiences, it has been possible to gain insights into how drawing instruction has changed over the past generation. This article examines the attitudes, values and concerns of students and educators regarding drawing instruction. The study reveals that, in the UK, drawing skills are considered to be gradually declining, while traditional notions of skill are called into question. Drawing as a means of visual recording, representation and communication remains valued, although no longer essential as it once was; drawing to augment thought process is increasingly recognised as an integral skill which enables innovation. The latter is rarely ‘taught’ but relies on core competencies that many lecturers fear are being eroded. Increasing value is placed on drawing ‘as process’, as provision is moving towards individualised instruction requiring students to work independently. While new technologies are a factor, this article re‐frames the issue as an imbalance between creative outcomes and creative process, with a disparity between school and university levels. This article calls for a renewed emphasis on ‘drawing as process’ as preparation for university, and for further consideration of the core competencies underpinning the use of drawing as a tool of thought, and how these might be standardised.

Compreensão do uso de desenhos no processo de ensino aprendizagem para alunas do curso informatização

Esse artigo é resultado de um Projeto desenvolvido no âmbito do Instituto Federal de Educação, Ciência e Tecnologia do Ceará (IFCE) -CampusCedro denominado “InformatizAção” que se materializa com a oferta de um curso específico para o público feminino na área de informática básica e também a inclusão digital dessas mulheres. O público-alvo do curso são mulheres com idade superior a 40 anos, que encontram-se em momento de vulnerabilidade digital e que residem na cidade de Cedro-CE. Esta pesquisa tem por objetivo compreender como a utilização de desenhos - em um processo de abstração de conteúdos na disciplina de Informática - pode auxiliar no ensino aprendizagem das mulheres participantes do curso de extensão. O presente trabalho analisou a atividade de alunas do curso de Sistemas de Informação (SI) do IFCE - Campus Cedro, durante a aula inaugural do curso de informática básica. Neste trabalho foi utilizada a técnica de observação não participante.

Ethical use of drawings in play therapy: Considerations for assessment, practice, and supervision.

Ethical use of drawings in play therapy: Considerations for assessment, practice, and supervision.

Impact of traditional or evidence-based active-engagement instruction on introductory female and male students’ attitudes and approaches to physics problem solving

Female students value engaging in the use of drawings and scratchwork while problem solving more than male students.

Police officers’ and Registered Intermediaries’ use of drawing during investigative interviews with vulnerable witnesses

ABSTRACTAttempts to enhance episodic retrieval focus largely on verbal strategies which do not always address the limited or impaired free recall ability of vulnerable witnesses. Asking a witness to draw while recalling episodic information has long been deemed an effective method of improving communication and cognitive performance. Thus far, research has revealed these effects within laboratory settings but with scarce attention paid to real-life interview practice. In this paper, we explore police officers’ and Registered Intermediaries’ use of drawing during investigative interviews with vulnerable witnesses. A sample of specialist practitioners (n = 85), comprising of vulnerable witness interviewing police officers (n = 50) and Registered Intermediaries (n = 35) completed a self-report questionnaire. As expected, frequent use of drawing was reported by both practitioner groups, and there was a positive correlation between reported use and perceived effectiveness. There were similarities between groups in reported techniques employed when using drawing, but some differences were apparent and these were attributed to the differing functions in police and Registered Intermediary roles. Overall, a consensus between empirical research and practice is evident, but these findings warrant further exploration in order to establish whether such practice is wide-spread.

“Tell Me About Your Picture”: Using Drawings to Support Expressive Language in Children With Autism Spectrum Disorder

Thirty-one children with and without autism spectrum disorder were asked to draw the meaning of 10 basic concepts. Following each drawing, children explained their drawing to the experimenter. Transcripts of the drawing task were coded for children’s use of personal pronouns and internal state terms. Children’s use of on- and off-task comments while explaining each drawing was examined. Both groups of children had a longer mean length of utterance when prompted to explain their drawings than while they were drawing. Analyses revealed no significant differences between children with and without autism in their use of internal state terms, pronouns, or their use of on- and off-task language during the drawing task. Clinical implications for the use of drawings as expressive language supports for children with autism are discussed.