Drawing for learning: A review of the literature

Abstract

Drawing continues to be relevant despite the ongoing developments in digital image-making technologies, artificial intelligence and virtual reality. The reasons for this relevance are related to the potential of drawing for promoting the learning process as well as the development of creativity in different disciplines. In the light of this relevance, several studies have investigated the role of drawing in the learning process. These studies identified a range of learning mechanisms, abilities and skills that the drawing process can enhance, such as visual thinking, connecting ideas, intuition, focus, embodiment, translating experience, perceiving and ideation. These studies also provide a previous contribution for understanding the potential of the drawing process; however, these studies focus on isolated learning mechanisms, and a comprehensive theoretical framework characterizing the relative role of the different mechanisms is currently missing. In the light of this gap, this article reviews the literature on the learning mechanisms promoted by drawing. The identified learning mechanisms are summarized in a theoretical framework that describes the three main steps of the drawing process: perception, elaboration and production. Academics can use this theoretical framework for the design of teaching and learning activities, while practitioners can use the framework to be aware of the intellectual work involved in each step of their artistic production.