This paper reflects on a project run in a first-year class of art and design degree, in the Curricular Unit of Art and Design Theory. The objective of the project was to investigate the potential of a teaching protocol where a set of drawings were generated in class by the teacher to facilitate knowledge transfer in the classroom. The drawings generated by the teacher in class have not been treated or explored as a strategy as such, but they supported the delivery of theoretical content in the classroom. As part of the teaching theory protocol, a series of drawings were built as a sequential visual narrative, in the form of a story; these drawings, acting as visual narratives, sought to enable students to understand the theoretical content. At the end of the sessions, all students involved in the project were evaluated through surveys, to gather evidence of their understanding of theory. The results obtained suggest that the use of drawing as a tool in explaining theory facilitates a better understanding of theoretical concepts for students. It also allows the teacher to clarify and adjust unclear points in the lectures, and as such this protocol could function as a recursive strategy. In conclusion, the simplicity of this strategy could benefit students with cognitive difficulties, offering a complementary approach in the dialogue between teacher and student. This approach is particularly useful in contributing to the transfer of knowledge in the classroom in a digital age.
Economies of Knowledge Transfer and the Use-Value of First-Year Composition