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By applying philosophical and historical perspectives to drawing
instruction, this volume demonstrates how diverse teaching methods
contribute to cognitive and holistic development applicable within
and beyond the visual arts. Offering a new perspective on the art
and science of drawing, this text reveals the often-unrecognized
benefits that drawing can have on the human mind, and thus argues
for the importance of drawing instruction despite, and even due to
contemporary digitalization. Given the predominance of visual
information and digital media, visual thinking in and through
drawing may be an essential skill for the future. As such, the book
counters recent declines in drawing instruction to propose five
Paradigms for teaching drawing - as design, as seeing, as
experience and experiment, as expression, and as a visual language
- with exemplary curricula for pre-K12 art and general education,
pre-professional programs across the visual arts, and continuing
education. With the aid of instructional examples, this volume
dispels the misconception of drawing as a talent reserved for the
artistically gifted and posits it as a teachable skill that can be
learned by all. This text will be of primary interest to
researchers, scholars, and doctoral students with interests in
drawing theory and practice, cognition in the arts, positive
psychology, creativity theory, as well as the philosophy and
history of arts education. Aligning with contemporary trends such
as Design Thinking, STEAM, and Graphicacy, the text will also have
appeal to visual arts educators at all levels, and other educators
involved in arts integration.
By applying philosophical and historical perspectives to drawing
instruction, this volume demonstrates how diverse teaching methods
contribute to cognitive and holistic development applicable within
and beyond the visual arts. Offering a new perspective on the art
and science of drawing, this text reveals the often-unrecognized
benefits that drawing can have on the human mind, and thus argues
for the importance of drawing instruction despite, and even due to
contemporary digitalization. Given the predominance of visual
information and digital media, visual thinking in and through
drawing may be an essential skill for the future. As such, the book
counters recent declines in drawing instruction to propose five
Paradigms for teaching drawing - as design, as seeing, as
experience and experiment, as expression, and as a visual language
- with exemplary curricula for pre-K12 art and general education,
pre-professional programs across the visual arts, and continuing
education. With the aid of instructional examples, this volume
dispels the misconception of drawing as a talent reserved for the
artistically gifted and posits it as a teachable skill that can be
learned by all. This text will be of primary interest to
researchers, scholars, and doctoral students with interests in
drawing theory and practice, cognition in the arts, positive
psychology, creativity theory, as well as the philosophy and
history of arts education. Aligning with contemporary trends such
as Design Thinking, STEAM, and Graphicacy, the text will also have
appeal to visual arts educators at all levels, and other educators
involved in arts integration.
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