Exploring the impact of technology enhanced learning (TEL) on observational drawing

The key challenge of realistic observational drawing is translating the properties of an observed three-dimensional arrangement of objects onto a two-dimensional plane in a precise and realistic manner. It entails a concerted and iterative looking-holding-drawing process that involves the eye, the brain and usually the hand. Observational drawing ability evolves with cognitive maturity and insight. However, many drawers become demotivated once they reach the age and stage when they recognise they cannot draw the complexity of what they know to be there onto the page. There is the old art teaching adage that in order to improve one’s ability to draw, one must improve one’s ability to see. This seeing entails many visual perceptual skills relating to discrimination, memory, form constancy, tracking, filtering and saccades. This explorative case study examines the impact of technology enhanced learning (TEL) on drawers’ observational drawing aptitudes. It specifically examines its effect in relation to two variables. These are accurate placement (AP) and relative proportionality (RP). It also investigates TEL’s impact on participants’ understanding and application of three specific sighting strategies (SS) used by artists to attain AP and RP in their observational drawing. This research adopts a convergent parallel mixed methods design. It triangulates participants’ perspectives regarding TEL impact via questionnaire with a comparative assessment of their pre and post TEL still life drawings and with the researcher’s observations and evaluations. This investigation finds that TEL has impacted positively on participants’ observational drawing aptitude in relation to AP and RP. It finds that by deconstructing the observational drawing process into looking-holding-drawing through TEL, it has made observational drawing more understandable, manageable and enjoyable for many participants. This study will be of particular interest to art teachers who seek alternative ways of presenting, supporting and motivating their students. This study asserts that TEL can support the studio practice.