‘Pandemic drawings’: Are we still teaching conceptual drawing?

In this paper we analyse the impact of the COVID-19 measures on teaching the conceptual drawing course at the Architecture and Urbanism Faculty of the Federal University of Rio de Janeiro (FAU/UFRJ). The remote model of teaching followed from July 2020 determined many changes in our methodology, these being essentially practical rather than theoretical. This adaptive process resulted in what we called ‘pandemic drawings’, proved to be a useful tool for expanding drawing skills and confined senses. The outcomes were surprisingly positive and pointed out that these ‘pandemic drawings’ could become a hybrid model of drawing in the following post-pandemic years.

Sequence Graphics to Impart Drawing Skills in an Upper Extremity Anatomy Course

Background: Sequence graphics could be used to address the lacunae of drawing skill development in medical undergraduates. Objectives: The present study aimed to use sequence graphics to evaluate medical undergraduates in terms of drawing moderately complex diagrams. Methods: This pilot study was conducted on six medical students, and four moderately complex diagrams were evaluated regarding the usefulness of sequence graphics. Core and accessory components were identified before asking the students to draw the diagram. In a conventional drawing exercise, the students were asked to draw four diagrams consecutively during the dissection hour. On the next day, videos of sequence graphics were projected on the screen, and the students were asked to draw the diagrams simultaneously. Results: While using the conventional drawing method, the students took significantly more time to complete the diagram, the outcomes were not uniform, and several missing core and accessory components were detected. Using sequence graphics, all the students traced the diagrams in tandem with the projected videos. The videos would be paused and replayed an average of six times each; the mean duration of the videos was 95 seconds. The students started and ended the drawing at the same time, and immediate feedback revealed that they all agreed that sequence graphics could impart better drawing skills, thereby leading to the ease of drawing the diagrams. Conclusions: According to the results, sequence graphics resulted in uniform, centered, labelled, large diagrams with defined core and accessory components drawn in lesser time compared to conventional drawing.

Drawing Skills of Candidates for Architectural Studies vs. Learning Outcomes of Graduates. Comparative Research Based on the Example of The Faculty of Architecture, Poznan University of Technology

Major changes in the organisation of the teaching process at universities in Poland had to be introduced in response to the current pandemic situation and threat of further spread of SARS-CoV-2 virus. This article presents the results of the research conducted at the Faculty of Architecture, Poznan University of Technology in view of the pilot, experimental entrance exam that excludes the evaluation of drawing skills of candidates for architectural studies in the 2020/21 recruitment process. The purpose of the research was to find a correlation between the quality of candidates accepted for the BSc (engineer) programme studies, evaluated on the basis of their drawing skills demonstrated during the entrance exam and the learning outcomes of graduates. For that purpose, the authors hereof have carried out an analysis with the use of the Spearman Rank Correlation formula. The comparative analysis has shown that candidates whose drawing skills were evaluated highly during the entrance exam did not necessarily rank as the top grade scoring graduates of the first degree study programme, and thus, it has further been shown that good drawing skills at the beginning of the study programme do not guarantee top learning results at the end of the studies. In effect, the research should become a starting point for a discussion in Poland on whether there are any justified grounds for entrance exams in drawing or whether a portfolio of works may replace it and be an effective recruitment criterion.

How to Build a Super Predator

We present a drawing discovery lab that crosscuts multiple disciplines in biology and links concepts in genetics and evolutionary thinking to enhance understanding of the genotype-to-phenotype transformation. These combined concepts are also linked to ecological frameworks in nature through the model of biological plasticity. Students and teachers explore drawing skills to flesh out the future of a predator while engaging with the computational software MEGA, which introduces students and teachers to nucleotide changes, mutations, variation, phylogenetics, and molecular evolution.

EXPERIMENTAL STUDY OF GRAPHIC ACTIVITY OF OLDER PRESCHOOL CHILDREN WITH MENTAL RETARDATION

The article presents experimental results of studying the graphic activity of older preschool children with mental retardation in comparison with normally developing peers. The article analyzes modern studies of graphic activity in relation to children with disabilities and with normative development. Scientific works devoted to the graphic activity of preschool children with mental retardation are considered. The author presents a diagnostic program for the study of graphic activity in older preschoolers, aimed at identifying the formation of children's subject and plot drawing, drawing by design; determining the level of development of drawing skills (image proportionality, adequacy of color use, graphomotor skills). Experimental results of the study of the drawings of preschool children with mental retardation in comparison with the normally developing peers are described. The author highlights the features of the formation of the idea, the main characteristics of the subject and scene pictures, describes the color rendering, spatial parameters of the image, the specifics of detailing, hatching, stroke, line technique, etc. The authors sets out the general criteria for evaluating drawing as a type of graphic activity in older preschoolers: the content side of the drawing; independence of the image design; the level of formation of drawing skills; color transfer; development of technical and graphomotor skills. The description of the developed levels of development of drawing in the senior preschool age is presented.

New indices to characterize drawing behavior in humans (Homo sapiens) and chimpanzees (Pan troglodytes)

Techniques used in cave art suggest that drawing skills emerged long before the oldest known representative human productions (44,000 years bc). This study seeks to improve our knowledge of the evolutionary origins and the ontogenetic development of drawing behavior by studying drawings of humans (N = 178, 3- to 10-year-old children and adults) and chimpanzees (N = 5). Drawings were characterized with an innovative index based on spatial measures which provides the degree of efficiency for the lines that are drawn. Results showed that this index was lowest in chimpanzees, increased and reached its maximum between 5-year-old and 10-year-old children and decreased in adults, whose drawing efficiency was reduced by the addition of details. Drawings of chimpanzees are not random suggesting that their movements are constrained by cognitive or locomotor aspect and we cannot conclude to the absence of representativeness. We also used indices based on colors and time and asked children about what they drew. These indices can be considered relevant tools to improve our understanding of drawing development and evolution in hominids.

ANALISIS KETERAMPILAN GEOMETRI SISWA DALAM MENYELESAIKAN MASALAH TRANSFORMASI DAN KESEBANGUNAN GEOMETRI RUMAH ADAT OSING

This research aims to determine the geometry ability of class XI students in solving transformation problems and geometric building problems of the Osingese traditional house. The subjects of this study were 6 students of class XI MIPA 4 SMAN 1 Tegaldlimo. Students are given questions of geometric transformation skills and geometric building problems tests, followed by interviews. This type of research is a qualitative descriptive study. The results obtained in the transformation of skills are students with high math scores first have all skills, students with low math scores first have all skills except applied skills, students with medium mathematics scores first only have drawing skills and applied skills, and students with moderate math scores second and second low math score students only have drawing skills. As for geometric building problem skills, almost all students have all skills. The second moderate math score students and first low math students had all skills except, applied skills.