Drawing: Research, Theory, Practice最新文献_第8页

The grey space in the middle: Using drawing to meet the object half way 中间的灰空间:用绘图来满足物体的一半

Drawing: Research, Theory, Practice Pub Date : 2019-11-01 DOI: 10.1386/drtp_00012_1

Martin Morris, P. Molloy

{"title":"The grey space in the middle: Using drawing to meet the object half way","authors":"Martin Morris, P. Molloy","doi":"10.1386/drtp_00012_1","DOIUrl":"https://doi.org/10.1386/drtp_00012_1","url":null,"abstract":"Abstract Through the concept defined by David Bowie as the 'grey space in the middle', a theoretical space through which the meaning and worth of a piece of art is defined, this text looks at how Martin Morris and Paddy Molloy teach and develop processes towards drawing on\u0000 the Illustration Animation BA (Hons) course, part of the Design School at Kingston School of Art (KSA), Kingston University. Their pedagogic process is examined through a set of six images made by three different students (covering life drawing, copying, memory drawing and Virtual Reality\u0000 [VR]) alongside the respective students' responses to their work and their experience of drawing the images. Through the mental and physical space between observer and object in which new ideas are generated and filtered through the myriad of internal and external processes involved with drawing,\u0000 Morris and Molloy analyse and investigate this 'grey space' with the aim to quantify the interaction and outcomes that occur between viewer (student/tutor) and object (drawing) and furthermore consider insights gleamed from the process and questions raised. By sharing these observations this\u0000 paper seeks to demonstrate that the interaction that happens in this theoretical space between viewer and object, which is the malleable mental and physical space between, can be considered as fundamental to both the development of visual communication and how we come to read works of art.\u0000 This can be applied to the teaching of drawing enabling students to gain insight, ask questions, inform their understanding of draughtsmanship and discover their individual voice.","PeriodicalId":36057,"journal":{"name":"Drawing: Research, Theory, Practice","volume":"73 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82124895","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The rupture as a drawing-in of experience 作为经验的吸收的破裂

Drawing: Research, Theory, Practice Pub Date : 2019-11-01 DOI: 10.1386/drtp_00010_1

Simon Kay-Jones

{"title":"The rupture as a drawing-in of experience","authors":"Simon Kay-Jones","doi":"10.1386/drtp_00010_1","DOIUrl":"https://doi.org/10.1386/drtp_00010_1","url":null,"abstract":"Abstract The rupture as a drawing-in of experience constructs perspectives on architectural education, as an act of architectural discourse proper in order that architectural education might facilitate the learning of how to draw-in experience as a process. This paper unpacks\u0000 material engagement theory from the vantage of drawing and elicits three levels of engagement; of action, object and meaning together with a fourth proposed here, that of experience. It goes on to follow a student-led project using rupturing as a methodological approach to understand the role\u0000 of drawing and the four aspects that influence practitioners: the act of drawing as a means to illuminate fields of learning as distinct paradigms of design strategies; the process of drawing as a strategy of architectural work; the construction of a drawing process and Learners Journey as\u0000 a sequentially mapped out procedure of work; and the experiencing of drawing in broadening the context to develop a new terroire or theory of drawing. These four aspects of drawing evidence an emergent theory and methodological approach in using drawing to engage with cultural and architectural\u0000 conversations, materially. Through the process of rupture, this text positions drawing at the heart of a reframing of the interactions with things and experiences of material agency and material imagination through the act of drawing. Rupturing as a method therefore offers the potential for\u0000 significant and insightful opportunities in understanding the role of drawing and its ability to further MET theory's main aims. The paper also puts forward the notion that the role of drawing more broadly may sit along materiality, material turns and its techniques to interact into and through\u0000 a wider anthropological study of drawing as a comparative study in the materiality of art; the way drawing affects our learning, our thinking and our understanding of culture and matter.","PeriodicalId":36057,"journal":{"name":"Drawing: Research, Theory, Practice","volume":"30 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75898660","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Drawing learning 绘画学习

Drawing: Research, Theory, Practice Pub Date : 2019-11-01 DOI: 10.1386/drtp_00001_2

Paul Fieldsend-Danks

引用次数: 0

Tracing the Genealogical Self: Entanglements of drawing with Tim Ingold's Lines 追踪系谱自我:与蒂姆·英戈尔德的线条绘画的纠缠

Drawing: Research, Theory, Practice Pub Date : 2019-11-01 DOI: 10.1386/drtp_00007_1

Ilgım Veryeri Alaca, Betül Gaye Dinç

引用次数: 0

Review 审查

Drawing: Research, Theory, Practice Pub Date : 2019-11-01 DOI: 10.1386/drtp_00013_5

引用次数: 0

Analogue x digital: Parallel techniques for design learning 模拟x数字:设计学习的并行技术

Drawing: Research, Theory, Practice Pub Date : 2019-11-01 DOI: 10.1386/drtp_00004_1

Linda Matthews, S. Donnelly

{"title":"Analogue x digital: Parallel techniques for design learning","authors":"Linda Matthews, S. Donnelly","doi":"10.1386/drtp_00004_1","DOIUrl":"https://doi.org/10.1386/drtp_00004_1","url":null,"abstract":"Abstract With urban space under the ubiquitous scrutiny of digital visioning technologies, the city is now imaged by means of a pixel grid containing ephemeral, qualitative data presented as colour, brightness and shape. Unlike traditional analogue pictorial representational\u0000 modes, the digital image is a highly transformable mechanism with an unstable distribution of data across its pixel array. As a consequence, representation in the form of spatial abstraction demands not only a new approach to the learning and implementation of traditional disciplinary drawing\u0000 practice, but a rethinking of the alignment and cooperative nature of analogue and digital drawing models when applied to effective design development. In a pedagogical context, the transition of spatial representation between analogue and digital modes has profound implications for how the\u0000 student connects seminal drawing and design processes to both the sensorial realm and the physical experience of lived space. This paper therefore explores the enhancement of tertiary learning in digital and abstract literacy through new drawing techniques. Underpinned by a new relationship\u0000 between representation and envisioned physical space, the techniques are applied within learning environments in parallel with existing analogue pictorial procedures. By building curriculum for foundational students that provides a framework of linked spatial experiences aligned across analogue\u0000 and digital domains and coupled with tasks focused on the development of conceptual thinking, it proposes increased student success in future studios and professional practice.","PeriodicalId":36057,"journal":{"name":"Drawing: Research, Theory, Practice","volume":"97 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88292707","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Digital cosmopoiesis in architectural pedagogy: An analysis through Frascari 建筑教育学中的数字宇宙观:通过Frascari的分析

Drawing: Research, Theory, Practice Pub Date : 2019-11-01 DOI: 10.1386/drtp_00002_1

Y. Putra

{"title":"Digital cosmopoiesis in architectural pedagogy: An analysis through Frascari","authors":"Y. Putra","doi":"10.1386/drtp_00002_1","DOIUrl":"https://doi.org/10.1386/drtp_00002_1","url":null,"abstract":"Abstract This article derives from three observations of architectural drawing: the current ubiquitousness of digitization, the ongoing disputation of digitization in architectural pedagogy and the capacity of architectural drawing to simultaneously represent and communicate\u0000 qualities of tangibility and intangibility. In its analysis, this article refers primarily to the writings of Marco Frascari (19452013), who was, through works such as Eleven Exercises in the Art of Architectural Drawing (2011), a strong critic of digital drawing. This article begins\u0000 with an overview of the effects of digitization on architectural drawing, which are summarized in terms of their deleteriousness on the intangible qualities of architectural drawing, as seen predominantly in perspectives and sketches. This article then defines intangibility in architectural\u0000 drawing and locates it within Frascari's theory of cosmopoiesis, and identifies marks, entourage (especially human entourage) and narrative as key elements of cosmopoiesis in architectural drawing. Finally, this article analyses the effects of digitization on architectural drawing from the\u0000 standpoint of cosmopoiesis, with an emphasis on the key elements that were identified earlier, before concluding with some recommendations for preserving cosmopoiesis when drawing in a digital environment. This article holds that, in architectural pedagogy, a complete return to analogue drawing\u0000 is neither feasible nor necessary because what is required instead is an awareness of the main areas in which digital drawing is most likely to fail, so that digital drawing retains the cosmopoietic qualities that characterize some examples of analogue drawing. This article argues that an\u0000 understanding of the cosmopoiesis of architectural drawing is vital to transcending the apparent incompatibility of intangibility and digitization.","PeriodicalId":36057,"journal":{"name":"Drawing: Research, Theory, Practice","volume":"29 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86895833","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Drawing as a democratic space within higher education, fine and applied arts: Categorization, process, outcome 绘画作为高等教育、美术和应用艺术中的民主空间:分类、过程、结果

Drawing: Research, Theory, Practice Pub Date : 2019-11-01 DOI: 10.1386/drtp_00003_1

A. Hall

引用次数: 2

Drawing out: Encounter, resistance and collaboration 引出:相遇、抵抗和合作

Drawing: Research, Theory, Practice Pub Date : 2019-11-01 DOI: 10.1386/drtp_00008_1

M. Clancy, S. Felmingham

{"title":"Drawing out: Encounter, resistance and collaboration","authors":"M. Clancy, S. Felmingham","doi":"10.1386/drtp_00008_1","DOIUrl":"https://doi.org/10.1386/drtp_00008_1","url":null,"abstract":"Abstract This collaborative paper is written against the backdrop of a current crisis in art education and provision in UK secondary schools. Education policy and the introduction of the European Baccalaureate (EBacc) has led to an increasing decline in the hours of arts\u0000 teaching and number of arts teachers in England's secondary schools (Cultural Learning Alliance 2018). The results of this educational turn are well documented and the effects are being felt now in higher education, in wider culture and in the outcomes for young people in their creative capabilities,\u0000 global outlook and wellbeing. Drawing pedagogy is considered with reference to this wider context and through the lens of Gert Biesta's philosophy of education that brings children and young people into dialogue with the world. It juxtaposes Tim Ingold and John Dewey in a discussion of a collaborative\u0000 drawing project, Ailleurs (Elsewhere), an exchange between Plymouth College of Art (PCA) and Ecole Supérieure des Beaux-Arts Montpellier Contemporain (MoCo ESBA) in 2017. The intention is to bring a pedagogy of collaboration, resistance and encounters to bear, to argue for drawing\u0000 as a singular means of working within this set of tensions. The text concludes that as research or enquiry-led teaching is at the root of an increasing amount of University teaching, finding a route into this from results-led education is a clear challenge to higher education and it sets out\u0000 a collaborative, peer-to-peer learning strategy as an approach to drawing pedagogy.","PeriodicalId":36057,"journal":{"name":"Drawing: Research, Theory, Practice","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87092706","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Drawing as pattern information extraction: Linking geomorphology and art 绘图作为图案信息提取:连接地貌与艺术

Drawing: Research, Theory, Practice Pub Date : 2019-04-01 DOI: 10.1386/DRTP.4.1.29_1

W. B. Whalley

引用次数: 4