Drawing as a Way of Knowing: Visual Practices as the Route to Becoming Academic
This case study illustrates what happened when we took a playful approach in a first year undergraduate academic skills module and a graduate Facilitating Student Learning module asking our students to “draw to learn.” We found that they not only enjoyed the challenges we set them, but also that the...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Canadian Association for the Study of Discourse and Writing
2018-02-01
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| Series: | Discourse and Writing/Rédactologie |
| Subjects: | |
| Online Access: | https://journals.sfu.ca/dwr/index.php/dwr/article/view/600 |
| _version_ | 1818239049706504192 |
|---|---|
| author | Sandra Abegglen Tom Burns Sandra Sinfield |
| author_facet | Sandra Abegglen Tom Burns Sandra Sinfield |
| author_sort | Sandra Abegglen |
| collection | DOAJ |
| description | This case study illustrates what happened when we took a playful approach in a first year undergraduate academic skills module and a graduate Facilitating Student Learning module asking our students to “draw to learn.” We found that they not only enjoyed the challenges we set them, but also that they “blossomed” and approached their academic writing with more confidence and joy. Hence we argue for a more ludic approach to learning and teaching in Higher Education to enable Widening Participation students and their tutors to become the academic writers they want to be. In particular “blind drawing” seems to be a powerful tool for diminishing the fear of failure and for fostering deep understanding as well as self-confidence. |
| first_indexed | 2024-12-12T12:51:22Z |
| format | Article |
| id | doaj.art-324018dda0b84b74bda3bd6b65cd2af0 |
| institution | Directory Open Access Journal |
| issn | 2563-7320 |
| language | English |
| last_indexed | 2024-12-12T12:51:22Z |
| publishDate | 2018-02-01 |
| publisher | Canadian Association for the Study of Discourse and Writing |
| record_format | Article |
| series | Discourse and Writing/Rédactologie |
| spelling | doaj.art-324018dda0b84b74bda3bd6b65cd2af02022-12-22T00:23:58ZengCanadian Association for the Study of Discourse and WritingDiscourse and Writing/Rédactologie2563-73202018-02-01281173187doi.org/10.31468/cjsdwr.600Drawing as a Way of Knowing: Visual Practices as the Route to Becoming AcademicSandra Abegglen0Tom Burns1Sandra Sinfield2London Metropolitan UniversityLondon Metropolitan UniversityLondon Metropolitan UniversityThis case study illustrates what happened when we took a playful approach in a first year undergraduate academic skills module and a graduate Facilitating Student Learning module asking our students to “draw to learn.” We found that they not only enjoyed the challenges we set them, but also that they “blossomed” and approached their academic writing with more confidence and joy. Hence we argue for a more ludic approach to learning and teaching in Higher Education to enable Widening Participation students and their tutors to become the academic writers they want to be. In particular “blind drawing” seems to be a powerful tool for diminishing the fear of failure and for fostering deep understanding as well as self-confidence.https://journals.sfu.ca/dwr/index.php/dwr/article/view/600case studycreativityacademic writing |
| spellingShingle | Sandra Abegglen Tom Burns Sandra Sinfield Drawing as a Way of Knowing: Visual Practices as the Route to Becoming Academic Discourse and Writing/Rédactologie case study creativity academic writing |
| title | Drawing as a Way of Knowing: Visual Practices as the Route to Becoming Academic |
| title_full | Drawing as a Way of Knowing: Visual Practices as the Route to Becoming Academic |
| title_fullStr | Drawing as a Way of Knowing: Visual Practices as the Route to Becoming Academic |
| title_full_unstemmed | Drawing as a Way of Knowing: Visual Practices as the Route to Becoming Academic |
| title_short | Drawing as a Way of Knowing: Visual Practices as the Route to Becoming Academic |
| title_sort | drawing as a way of knowing visual practices as the route to becoming academic |
| topic | case study creativity academic writing |
| url | https://journals.sfu.ca/dwr/index.php/dwr/article/view/600 |
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