ArtPlantae Today

Welcome to the new Teaching & Learning column at ArtPlantae. This column celebrates the link between drawing and knowing. Articles related to the teaching and learning of plants, art, and nature will be published every Friday. Subscribe to this site by clicking on the “Follow” tab in your browser’s window to be notified when new articles are published or join the email list to receive weekly updates.

SEEING WITH GRAPHITE EYES

When student Samuel Scudder, an aspiring entomologist, told Harvard University professor Louis Agassiz that he wanted to study entomology, Agassiz handed him a fish to observe. After looking at this boring pickled fish for a period of time, Scudder began to draw it. When Agassiz re-entered the room he said to his student, “That is right, a pencil is one of the best eyes.”

No one reading this post needs to be convinced that you learn more about a subject when you draw it. We’ve all experienced it ourselves. Today we take a look at what sixth graders at three Vermont schools experienced as they engaged in a year-long curriculum designed to enhance their observation skills and their appreciation for trees.

Three teachers began this year-long project by spending a day with an environmental educator/illustrator to learn how to use nature journals as tools for observation. Environmental educators then visited each school to work with groups of students and to help them select the trees they would observe during the school year.

Throughout the year, students recorded observations in their sketchbooks. As the year progressed, they recorded more than simple morphological features and simple updates. They began to record and describe the growth patterns they were observing and began to formulate hypotheses based on their observations.
Students’ record keeping started as simple pictures, became pictures with labels, and evolved into written observations. Students were given the freedom to label their illustrations using their own words, thereby making each illustration a unique record of their understanding. Teachers then taught students the technical botanical terms of the morphological features recorded in their journals.

Changes in student observation skills were assessed using a rubric — a set of defined criteria used to evaluate performance. In this study, the criteria assessed included the amount of written and visual details present in a student’s journal, as well as a student’s demonstrated improvement of fine motor control as observed in student drawings. A thorough evaluation of student journals uncovered that students began the project drawing simple tree symbols. At the close of the project, student observation skills had improved, as did their enthusiasm for their respective trees.

Upon the conclusion of this year-long activity, the three teachers involved with the project felt their students learned from the drawing experience and each proclaimed they would continue their use of journals in the classroom.

How to obtain a copy of A Pencil is One of the Best Eyes:

• Purchase a back issue of Connect, Vol. 20 (1), September/October 2006 ($6, incl. postage)
• Read this article in the public archive at SynergyLearning.com.

Related Info

• How do you grade a sketch?
• The Student, The Fish, and Agasszi

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After observing that drawing instructors spent 50% of class time making students aware of their mistakes because students were unable to identify their own errors, Japanese engineers created a way for drawing students to observe errors during the drawing process. Researchers observed 19 students enrolled in a lifelong learning school in Japan. They observed these students for five weeks and recorded conversations between tutors and students.

To enhance “error awareness”, the team of engineers created a tutoring system that creates a 3D model of a student’s drawing. Researchers hoped this tutoring system would enable students to identify their own mistakes upon seeing their drawing as a three-dimensional form.

Turning a student drawing into a 3D form did not happen with the simple click of a camera. Students had to enter twelve values pertaining to the size of the drawing subjects (in this case a plate and a mug), enter the distance between the them and the subject, and enter a handful of other measurements as well. Only after these twelve values were entered, could a student photograph his/her sketch and upload the image into the tutoring system.

Seven problem areas were analyzed in this study, each pertaining to the mistakes students made when placing shadows in their drawings. The seven problem areas of interest to engineers were:

• The dark shadow on the inside rim of the plate.
• The light shadow on the inside rim of the plate.
• The shadow cast by the plate.
• The light shadow on the beer mug.
• The shadow on the outer rim of the plate.
• The shadow along the rim of the plate.
• The reflected light underneath the plate.
• The light shadow on the handle of the beer mug.

To create a 3D form of a student’s sketch, the tutoring system evaluated three levels of shadow density in each of the seven problem areas. The features were extracted by the tutoring system and compared to the density levels of the actual drawing subjects. The 3D forms were created directly from these comparisons.

Engineers tested the effectiveness of the tutoring system by creating an experiment in which drawing students were asked to identify errors in a sketchbook drawing and then asked to identify errors in a drawing generated by the tutoring system. Students correctly identified more errors in the 3D drawing created by the tutoring system than in the sketchbook drawing. These findings suggest the tutoring system is effective in making students more aware of their mistakes.

Literature Cited:
Matsuda, Noriyuki, Saeko Takagi, Masato Soga, Tsukasa Hirashima, Tomoya Horiguchi, Hirokazu Taki, Takashi Shima, and Fujiichi Yoshimoto. 2003. Tutoring system for pencil drawing discipline. Proc. of International Conference on Computer in Education (ICCE2003). pp. 1163-1170.

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