Work

Border crossings: Student drawings as strategic thinking for metacritical and embodied learning

Year: 2024

Type: article

Abstract: In this article I examine a select group of drawing exercises presented in the early part of the first-year drawing programme in the Department of Visual Art, University of Johannesburg (UJ), South Africa. As many of our first-year students have little formal drawing experience before entering the programme, these drawing exercises confront received conventions of drawing that run counter to more productive strategies of metacritical thinking about how one draws. I explore how the drawing exercises under discussion embrace haptic knowledge, thinking, and doubt, through developing cognitive and kinaesthetic awareness. Such awareness facilitates embodied experiences of looking, drawing, and thinking that counter rote and uncritical picture-making.

Source: Scholarship of Teaching and Learning in the South

DOI: 10.36615/azptqg43

Author: David Paton

Institution: University of Johannesburg

Language: English

Topic: Art Education and Development

Subfield: Visual Arts and Performing Arts

Field: Arts and Humanities

Domain: Social Sciences

SDG: Quality education

Open Access status: diamond

OpenAlex ID: W4408363424

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