Drawing thinking: Illustration as pedagogy
The idea of Illustration Pedagogy initially came out of Transformative Learning Theory ‐ a learning theory that incites students to challenge their own assumptions ‐ and utilizes ideas of drawing & writing, making & thinking in the learning journeys of our students from the first day that they arrive on the course. This project explores the way, as lecturers, we can approach the design and delivery of taught modules in ways that develop the skills of student illustrators, their knowledge and understanding through critical writing practices which combine drawing and illustration. The projects discussed here are across levels 4, 5 and 6 on the undergraduate BA (Hons) Illustration degree at Plymouth College of Art. Creative education by necessity requires a creative approach to pedagogy, and we have developed the Illustration Pedagogy project using the tools and contexts of illustration itself in the teaching and learning on the programme.
Document Type: Research Article
Publication date: November 1, 2019
Drawing: Research, Theory, Practice promotes and disseminates drawing research with a focus on contemporary practice and its theoretical context. This journal seeks to reestablish the materiality of drawing as a medium at a time when virtual, on-line, electronic media dominates visuality and communication.
This peer-reviewed publication represents drawing as a significant discipline in its own right and in a diversity of forms: as an experimental practice, as research, as representation and/or documentation, as historical and/or theoretical exploration, as process or as performance. It explores the drawing discipline across fine art, science and engineering, media and communication, psychology, architecture, design, science and technology, textiles, fashion, social and cultural practices.
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