Relevant bibliographies by topics / Drawing development

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Drawing development'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 January 2023

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Journal articles on the topic "Drawing development"

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Metin, Sermin, and Neriman Aral. "The drawing development characteristics of gifted and children of normal development." Cypriot Journal of Educational Sciences 15, no. 1 (February 29, 2020): 73–84. http://dx.doi.org/10.18844/cjes.v15i1.4498.

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This study was conducted in a survey model in order to compare the drawing development of gifted and children of normal development in the Scheme Period (7–9 years). A simple random sampling method has been included in the study of 122 gifted children with 135 children of normal development. In the study, the data were collected via the drawings of the children, and as a data collection tool, the Drawing Evaluation Form, was used. The pictures that the children made were evaluated by the researcher and a painting teacher using the Drawing Evaluation Form. The data analysed using descriptive statistics and 2 × 2 analysis of variance showed that drawing characteristics of gifted and children of normal development are similar; it was also found that the difference between boys and girls was not significant, and that the drawings of children who showed non-gifted differed according to the age. Keywords: Drawing, drawing development, scheme period, gifted child.
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Baymetov, Botir Boltabaevich, and Muhiddin Shokirjon Ogli Sharipjonov. "Development Of Students’ Descriptive Competencies In Pencil Drawing Practice." American Journal of Social Science and Education Innovations 02, no. 08 (August 25, 2020): 261–67. http://dx.doi.org/10.37547/tajssei/volume02issue08-42.

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육은주 and 권두영. "Visual Association Based Drawing Method and Drawing Tool Development." Journal of Integrated Design Research 10, no. 2 (August 2011): 109–20. http://dx.doi.org/10.21195/jidr.2011.10.2.009.

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Chappell, Patricia A., and Jean A. Steitz. "Young Children's Human Figure Drawings and Cognitive Development." Perceptual and Motor Skills 76, no. 2 (April 1993): 611–17. http://dx.doi.org/10.2466/pms.1993.76.2.611.

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The age-stage relationship between young children's human figure drawings and Piaget's levels of cognitive development was investigated using 45 young children ages 4 through 6 years Analyses indicated a distinct monotonic trend between cognitive stage and drawing level; as cognitive ability increased so did drawing level. This suggests that children's human figure drawings can be a simple tool for the quick assessment of cognitive levels in young children.
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Sawyer, Jeremy E., and Thalia Goldstein. "Can Guided Play and Storybook Reading Promote Children’s Drawing Development?" Empirical Studies of the Arts 37, no. 1 (May 24, 2018): 32–59. http://dx.doi.org/10.1177/0276237418777946.

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Children’s drawings are implicated in their emotional, cognitive, artistic, and semiotic development, raising the question of how early educators may best facilitate drawing development. This study compared three activities to determine their relative efficacy in promoting children’s drawing. Seventy-seven preschoolers from a Head Start program were randomly assigned to one of three conditions: storybook reading, block building, or dramatic pretend play games (DPPG). Interventions were conducted over 8 weeks, and children’s free drawings during each session were rated on five dimensions: creativity, talent, spatial complexity, color, and human content. Taken together, the interventions produced significant growth in overall drawing, particularly for children who were initially more skilled at drawing. Comparisons indicated that storybook reading and block building generated significantly better overall drawing than DPPG. Story time was more beneficial than DPPG for creativity, talent, and spatial complexity, while block building was more beneficial than DPPG for children’s use of color.
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Mathur, K. K., and P. R. Dawson. "Texture Development During Wire Drawing." Journal of Engineering Materials and Technology 112, no. 3 (July 1, 1990): 292–97. http://dx.doi.org/10.1115/1.2903326.

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The development of deformation induced anisotropy in wire drawing operations is modeled with a finite element formulation that incorporates a polycrystalline plasticity model to describe the metal anisotropy. An aggregrate of grains is assumed to underly every material point on the continuum scale. The averaged response of an aggregate defines the macroscopic behavior of the corresponding material point, which is used in the finite element formulation to solve the boundary value problem corresponding to wire drawing. Macroscopic deformations imposed on the aggregate cause changes in the relative orientation of grains, thereby producing texture and associated anisotropy. Textures predicted from the drawing of aluminum wire are presented with special attention to the variations in texture from redundant deformations.
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Niestorowicz, Ewa. "Reality in blind people’s drawings. Research procedures and tools." Special School LXXIX, no. 5 (December 30, 2018): 341–53. http://dx.doi.org/10.5604/01.3001.0012.8553.

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The study presented in this article looks at how the phenomena of reality are constructed in totally blind people’s drawings. Analysis focuses on drawing skills and their development seen based on drawings made by people who have been blind since birth. Raised-line drawings made on a special drawing film for blind people were analyzed. The analysis covered: 1. Blind people’s cognitive abilities – the way they see phenomena. 2. Abilities and ways of presenting phenomena in drawings. 3. Determining stages in the development of drawing skills in blind children as compared to the development of drawing skills in sighted children. The study was motivated by the desire to answer the following questions: What similarities and differences are there in the process of drawing by people with disabilities and in their drawings? What esthetic features (content, form, uniqueness of presentation, manner of displaying emotions) do blind children’s drawings have? How are the phenomena of reality depicted in blind people’s drawings? What difficulties do blind people encounter in making a drawing on a two-dimensional surface? Does blind children’s artistic development take place in a similar way as sighted children’s artistic development? Are blind children at a similar level of artistic development as their sighted peers? I proposed a model of artistic creation that takes into consideration the content and form of drawings and the artist’s creativity and emotionalism which was used as a tool in the analysis. All aspects of the analysis refer to the stages of drawing development in sighted children proposed by: Stefan Szuman, Viktor Lowenfeld, W. Lambert Brittain, and Georges-Henri Luquet.
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Wango, Kamau. "Development of Human Figure Drawings from Gesture Drawings to Shaded Drawings - Analysis of Selected Drawings by Second Year Students at Kenyatta University." East African Journal of Arts and Social Sciences 5, no. 1 (July 8, 2022): 256–83. http://dx.doi.org/10.37284/eajass.5.1.743.

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Human figure drawing or life drawing is a fundamental requirement for all art students. It is applied in all disciplines of art from basic line drawings, to all aspects of design work as well as sketching in painting, sculpture, and ceramics. This paper examines selected work of second year students to determine whether they are able to progress from gesture drawings to developed shaded drawings and achieve this objective within the prescribed unit duration of a semester. The paper also seeks to determine the extent to which observation in life drawing is significant as a formative strategy in helping students create their drawings and whether the drawings created meet the standard of drawing required at University level. Ultimately the purpose of life drawing is to enable the students to confidently engage in other related units where their figure drawing skills are required. The students were required to use pencil for all stages of creating their drawings in order for them to focus on the sequential development. Pencil is a foundational tool and is easy to use and affords the students adequate manoeuvrability both in terms of basic sketching and shading. The use of other media would follow in subsequent related units after the students have achieved the prescribed level of foundational skills. In this series of drawings, the students used a female studio model but also drew each other as temporary or stand-in class models in order to add alternate variety in body shapes, attire and other adornments presented by using both male and female students. This approach to life drawing created an enhanced sense of enjoyment and engagement. This interest and enthusiasm in drawing each other was presumably caused by the fascination with trying to capture each other’s body shape as they already perceive it, since they spend significant time together. The female studio model, however, provided them with the opportunity to visually interact with the specific model without the inherent pressure to produce undistorted drawings as in the case when drawing their colleagues. Both approaches were designed to help the students collectively draw inspirational drawings as well as make the drawing exercises methodical, enjoyable, and purposeful. The drawings were analysed using an analytical framework suitable to the approach applied in this study.
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Schaeverbeke, Robin, Hélène Aarts, and Ann Heylighen. "Drawing and Conceiving Space: How to Express Spatial Experience Through Drawing?" Open House International 40, no. 2 (June 1, 2015): 74–79. http://dx.doi.org/10.1108/ohi-02-2015-b0010.

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Teaching drawing in architectural education raises questions regarding the representation of spatial experiences: to what extent can sensory experiences of space be intensified through observing and drawing and, perhaps equally important, what those drawings would look like? In the context of their drawing classes, the authors started to inquire the discrepancy between conceiving and perceiving space, and the aptitude of representing spatial concepts upon a two dimensional surface. Through observation and translating observation into drawings, students discover that conventionalised ways of drawing, such as linear perspective, only reveal part of the story. While linear perspective remains the dominant way of representing space, obviously visible in photography, film, 3D-imaging and architectural impressions, the authors started looking for ways of drawing which inquire possibilities of expressing spatial experiences. Drawing as an activity which is able to enhance spatial understanding, rather than as a tool to communicate virtual spaces. Next to drawing as a ‘skill’, which can be learnt, the drawing classes started to inquire non-visual aspects of space by analysing attributes of spatiality, which are difficult to convey through two dimensional drawings. Starting from a contextualisation of spatial drawing within architectural practice, the article examines the discrepancy between geometric space and lived space, in order to reveal the dubious role of linear perspective within (architectural) culture and history. After a brief return to how we imagined and represented space in our childhood, the article presents a series of practice based examples. Drawing on the authors’ teaching practice, it illustrates possibilities to expand our visual language by exploring space and spatiality through observing and drawing.
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Jain, Sudha. "IMPORTANCE OF DRAWING IN SOCIAL DEVELOPMENT OF PERSONS IN SOCIETY." International Journal of Research -GRANTHAALAYAH 7, no. 11 (November 30, 2019): 99–103. http://dx.doi.org/10.29121/granthaalayah.v7.i11.2019.3715.

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Drawing is used to express one's creativity, and therefore has been prominent in the world of art. Throughout much of history, drawing was regarded as the foundation for artistic practice. Initially, artists used and reused wooden tablets for the production of their drawings. Following the widespread availability of paper in the 14th century, the use of drawing in the arts increased. At this point, drawing was commonly used as a tool for thought and investigation, acting as a study medium whilst artists were preparing for their final pieces of work. The Renaissance brought about a great sophistication in drawing techniques, enabling artists to represent things more realistically than before,[and revealing an interest in geometry and philosophy. The invention of the first widely available form of photography led to a shift in the hierarchy of the arts. Photography offered an alternative to drawing as a method for accurately representing visual phenomena, and traditional drawing practice was given less emphasis as an essential skill for artists, particularly so in Western society. The 14th century, the use of drawing in the arts increased. At this point, drawing was commonly used as a tool for thought and investigation, acting as a study medium whilst artists were preparing for their final pieces of work. The Renaissance brought about a great sophistication in drawing techniques, enabling artists to represent things more realistically than before, and revealing an interest in geometry and philosophy. It plays very important role in development of persons in society.
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Dissertations / Theses on the topic "Drawing development"

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Canales, Andrés. "Development of neural probes using thermal drawing." Thesis, Massachusetts Institute of Technology, 2017. http://hdl.handle.net/1721.1/111316.

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Thesis: Ph. D., Massachusetts Institute of Technology, Department of Materials Science and Engineering, 2017.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 127-147).
The treatment of neurodegenerative and neurological conditions relies on better understanding the system that they afflict. However, the tools currently available to probe neural circuits are often limited to use in short-term studies primarily due to poor of biocompatibility. To address this challenge, flexible, minimally invasive neural probes were fabricated using a thermal drawing process, with polymers serving as their main structural constituent. Through the use of different polymers, probes containing arrays of tin electrodes as small as 5 [mu]m were fabricated, as were probes combining capabilities for electrical recording, optical stimulation, and drug delivery. A technique was developed to combine functionalities of these devices into a single probe to study the effect of optical stimulation with different waveforms on the brain activity. To break the longitudinal symmetry inherent to probes fabricated using the thermal drawing process, and to allow the incorporation of functionalities along the probe length, a method to combine thermal drawing with a method commonly used to fabricate neural probes, photolithography, was developed, along with the selection of the polymer that would allow consecutive processing using these two techniques. All of the fabricated probes were characterized and tested in vivo by implantation into mice and assessing their functionality. High signal-to-noise ratio (13±6) recordings were obtained using multielectrode arrays. Recordings of neural activity during simultaneous optical stimulation and drug delivery were performed with multifunctional probes. Hybrid probes combining metal electrodes with a polymer waveguide were used to study the response of large groups of neurons to different forms of optical stimuli. Most importantly, the biocompatibility of these probes was assessed over a 3 month period and compared favorably to that of steel microwires of similar size.
by Andrés Canales.
Ph. D.
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Egan, Bridget Anne. "Drawing for designing : the development of purposive drawing in children during the primary school years." Thesis, University of Winchester, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.394097.

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The usefulness or otherwise of drawing as a strategy in design thinking for primary children is a contested topic in the field of design and technology education. Previous studies have concentrated on analysing the drawings that children make, but there has been little prior work considering the understandings that children themselves hold about design drawing/sketching. The purpose of this study is to clarify the ways in which children themselves understand the use and purpose of drawing or sketching as part of design activity, and to determine key factors in developing in children a sense of purpose in making sketches and drawings during design and technology activities. The parameters of the debate are explored, and related to rationales for the inclusion of design and technology as a component of general education. Understandings about the nature of children's drawing, and the purposes that children themselves may bring to the act of drawing, are also reviewed. The study draws on evidence from observation and interview of 136 children between the ages of 4 and 11, some of them engaged on self-directed drawing tasks ('free' drawing) and others on design and technology activities in which they have been asked to draw during the process. In considering children when drawing freely, their talk about the drawing, and while drawing, was analysed to clarify the purposes which they appeared to have when drawing. During designing, children were interviewed about the usefulness of the drawings they had made, and how they expected to use it. The majority of the children interviewed during design activities saw the purpose of the drawing as a means of remembering ideas. There appeared to be little progression away from this notion between the children in Year One and the children in Year Six. Although memory may be an important function of drawing, it is argued that it is not the most important function when designing. Teacher interaction with children is suggested as the key to enabling children to use drawing and sketching in more productive ways during their design activity.
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Karakitsou, Chrisoula. "Assessment of cognitive development in four to eight year old children by means of drawing tasks." Thesis, University of Stirling, 1999. http://hdl.handle.net/1893/22859.

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The present thesis explores the link between children's drawings and cognitive development. The aim of this study is to investigate the intellectual abilities of the child draughtsman with good depiction skills and to evaluate the merit of the drawing technique in the assessment of conceptual maturity. The standardised Goodenough-Harris Drawing Test (GHDT) of intellectual maturity was administered to 115 children between 4 to 8 years of age against criterion ability measures (Wechsler scales). Its psychometric properties are examined in respect to its norms and scales, its reliability and validity at different age levels and ranges of intelligence. Early theories in the area of pictorial representation were directed towards identifying features characteristic of different developmental periods (Kerschensteiner, 1905; Luquet, 1927/1977). At the same time Piaget and Inhelder (1948/1967) incorporated these stage theories into their model of spatial intelligence. Yet, the recent experimental study of children's drawings has disclosed a number of variables which interfere during the course of production, challenging the view that drawings can be seen as the royal route to access children's concepts. Stage theories are re-evaluated by means of fourteen experimental drawing tasks with various degree of difficulty. The tasks - administered to the same children tested with the standardised instruments -are spatial in nature and have been sampled from two widely researched areas related to the pictorial representation of partial occlusion and of spatial axes (horizontal/vertical). The acquisition of the pertinent spatial concepts by means of drawings is examined, considering competence-deficiency and competence-utilisation accounts of children's performance at different ages. Finally, overall perfomance on spatial tasks is compared with performance on conventional (Wechsler scales) and non-verbal (GHDT) measures of intellectual functioning, considering the optimum method to assess children's abilities by means of drawings. In general, drawing performance is reasonably sensitive to children's level of intelligence, yet the significance of drawing varies at different ages and ranges of IQ. Finally, the establishment of steadfast developmental trajectories falls short in the field of pictorial representation. The variable performance, particularly from the children at intermediate ages, suggests that the stages of intellectual or visual realism should be seen as relative and not as absolute.
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Håkonsen, Christian, and Mikael Berkelund. "Development of a new drawing system for STS." Thesis, Mälardalen University, School of Innovation, Design and Engineering, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-618.

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An engineering firm which handles and constructs drawings needs well defined routines and structures which should be homogeneous through all the different departments. A common drawing system results in better quality and cooperation between the departments.

SAS Technical Services (STS) did not have a common drawing system which had led to development of different routines in the different regions and departments. Requested was development of new routines regarding engineering drawings, such as drawing numbering structure, revision and subscription routines, which standards to adhere to, custom made drawing templates and management of the drawings with belonging documents.

Each requested task was broken into minor tasks and analyzed. Solutions by different leading engineering companies were used for comparison and ideas.

All the tasks were collected and organized in one single document which is the result of the thesis; a drawing instruction.

The drawing instruction will after a learning phase ease the work for the STS engineers as all necessary information can be found in one single place. Also, work with contractors will be time-saving as the instruction can be handed out for guidance.


En ingenjörsfirma som hanterar och skapar mängder med ritningar behöver väldefinierade rutiner och strukturer som är homogena genom hela bolaget. Ett gemensamt ritningssystem resulterar i bättre kvalitet och bättre samarbete mellan de olika avdelningarna.

SAS Technical Services (STS) hade inte ett gemensamt ritningssystem vilket har lett till att de olika avdelningarna har utvecklat olika rutiner rörande ritningar. Önskemålet var utvecklande av nya rutiner rörande ingenjörsritningar såsom ritningsnumreringsstruktur, revisions- och prenumerationsrutiner, vilka standarder som skall följas, egna ritningsmallar och skötsel av ritningar med tillhörande dokument.

Varje önskad uppgift blev uppdelad i mindre uppgifter och analyserad. Lösningar från olika ledande ingenjörsbolag användes för jämförelse och idéer.

Alla uppgifterna samlades och organiserades i ett och samma dokument som är resultatet av detta arbete; en ritningsinstruktion.

Ritningsinstruktionen kommer efter en inlärningsfas underlätta arbetet för ingenjörerna på STS eftersom all nödvändig information nu finns på ett och samma ställe. Arbeten med entreprenörer vill också bli underlättande eftersom instruktionen kan delas ut för vägledning.

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Brown, Ian, and n/a. "The effect of culture on children's drawing development." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20060614.172038.

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Few would deny the importance of art education in the total educational development of the child. Drawing is an integral component of art education. Drawing for children appears to be a natural form of expression. Studies involving the observation of children's drawing development have had a long history in relation to child art. Recognition that children pass through identifiable stages of development in drawing and that these stages could be affected by cultural and individual differences is an important focus in art education research. This study is concerned firstly with drawing development and secondly, with differences in drawing development across cultures. Eight year old children with predominantly European background and eight year old children with Vietnamese/Kampuchean background were chosen for this study. The study was concerned with determining whether there were any significant differences in drawing development between the two ethnic groups, using a modified scale of the Rouse "Descriptive Scale for Measurement of Art Products". The results of this study indicate that there are differences in drawing abilities between the two ethnic groups.
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Morse, Rachel Claire. "The involvement of working memory in children's drawing development." Thesis, Lancaster University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.340648.

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Rose, Sarah Elizabeth. "Development of drawing ability and the attitudes and practices towards children's drawings in Steiner and National Curriculum schools." Thesis, Staffordshire University, 2014. http://eprints.staffs.ac.uk/2013/.

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Among educationalists there is some uncertainty about how best to teach children drawing skills and among psychologists there is uncertainty about how different approaches might influence children's drawing development. In the National Curriculum children are taught both expressive and representational drawing ability, but there is concern that the arts are being 'squeezed out' in favour of more 'academic' subjects. In contrast, children in Steiner schools experience less directive instruction in drawing, but experience an education where the arts and creativity are highly valued. However, little is known about the home drawing experiences of these pupils and the views of their teachers. This thesis aimed to identify similarities and differences in the drawing abilities and styles of pupils and the drawing attitudes and practices of the pupils, their parents and teachers. In study one expressive, representational and free drawings of 180 pupils (age 6 to 16 years old) were assessed for ability, style and creative intention. In study two 180 pupils, their teachers and parents were surveyed about attitudes and practices relevant to children's drawing experiences. Steiner pupils were found to have superior representational drawing ability but no consistent between-school differences were found in expressive drawing ability. Stylistic difference were evident in the free drawing. Drawing attitudes and practices of children were generally positive and few between-school differences identified. Parents and teachers associated with the Steiner schools tended to value drawing more highly, were more aware of the wider benefits of children engaging in art. However, National Curriculum teachers and parents tended to be more involved with children's drawing experiences. The studies presented in this thesis represent ground breaking research comparing drawing ability, and the art attitudes and practices that shape children's artistic experience in their respective Steiner and National Curriculum schools as well as their homes. More similarities were identified than anticipated. This suggests that school and home drawing environments may be less influential than previously thought. Alternatively, there might be fewer differences between the school types than the curricula suggest. Consequently, future research should consider the artistry of teachers and parents and observational data of classroom art lessons and home drawing experiences.
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Hudson, Kerry. "Factors affecting drawing ability in Williams syndrome and typical development." Thesis, University of Reading, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.553139.

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Drawing in William syndrome (WS), a rare genetic disorder, is often characterised by production of poorly integrated drawings that focus on the detail of a figure but fail to capture the global configuration. Little research has sought to understand drawing behaviour in WS despite frequent use of drawing as evidence of a local processing bias. This thesis examines factors that influence drawing in WS and typically developing (TD) groups to better characterise drawing performance in WS. In contrast to previous literature, this thesis demonstrates that drawing ability in WS cannot be typified by a bias towards local elements of a figure. Drawing in WS and TD groups was largely comparable, including for local elements. Instead, it is argued that drawing in WS represents reduced strategy-use, associated with two central components of drawing that are unrelated to motor or planning ability. First, individuals with WS demonstrate a failure to represent multiple spatial relations. This is clear from a greater sensitivity to complexity of ' the figure to-be-copied. Complexity in term of the number and type of lines reduced the frequency of strategy use when drawing in WS. Second, individuals with WS show poor attention to a model when copying. This is evidenced by reduced looks to a model in the WS group when drawing, relative to the TD group. Facilitation of drawing to increase the frequency in which drawing strategies are employed improved performance in the WS group to the level of TD individuals. It is argued that the benefit of facilitation is likely to depend on both an improvement in the representation of multiple spatial relations and on increased attention to the model. As a result of an understanding of the factors affecting drawing in both groups and the shortcomings of existing models, a new model of drawing is proposed.
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HUSSAIN, HARITH TAHA MOHAMED. "DEVELOPMENT OF A VECTORIAL LASER PLOTTER FOR GENERATING LARGE DRAWING." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 1991. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=19776@1.

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CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
O presente trabalho apresenta um estudo sobre a viabilização de uma traçadora gráfica à laser, de funcionamento vetorial, para a produção de desenhos de grandes dimensões. A grande vantagem deste conceito é a obtenção de elevada velocidade de risco devido às peças móveis de número e dimensões reduzidas. Uma aplicação típica é o risco de encaixe na indústria de confecção. A recente construção de um protótipo no departamento de Engenharia Mecânica da PUC-RJ indicou a viabilidade prática do conceito.
The present work discusses the feasibility of a vectorial laser plotter for generating large drawing at relativiely high tracing speeds. A typical use for this type of plotter is in the garment industry where large nesting patterns have to be drawn for the fabric cutting process. The building of a prototype at the Mechanical Engineering Department of PUC-RJ has shown the actual feasibility of the concept described in this work.
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Lee, Monica Mary. "Development in the depiction of depth." Thesis, Open University, 1989. http://oro.open.ac.uk/57276/.

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This thesis contains an investigation of the way in which children and adults depict depth when drawing a table. Research on development in depiction is reviewed (Chapters 1 and 2), with particular reference to the use of pictorial depth cues and projection systems. A series of studies on the use of projection systems in the drawing of a table is reported (Chapters 3 to 5) which shows that development in the depiction of depth is not directly related to development in the use of projection systems. It is also shown that the use of projection systems 1s task dependent, and is not closely related to the subject's formal understanding of them. A formal system of classification of table drawings is introduced (Chapter 6), which demonstrates clear developmental trends in the way in which depth is depicted in the drawing of a table, and connects these trends with development in the use of pictorial depth cues. The roots of development in the depiction of depth are examined more closely by further experimental work (Chapters 7 to 9). It is shown that subjects have a very strong preference for oblique projection, and that inaccuracy in the copying of line drawings is largely dependent upon the knowledge of what these drawings represent. It is concluded that the results give support to an information processing view of development, in which the majority of subjects appear to work from a form of canonical model of a table which has implicit depth and is best depicted by oblique projection (Chapter 10). It is also suggested that development in the depiction of depth is linked to the increasing use of pictorial depth cues. These conclusions are presented more explicitly in the form of a possible process model of the way in which we depict depth (Chapter 11).
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Books on the topic "Drawing development"

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Dyson, Anne Haas. Drawing, talking and writing: Rethinking writing development. Berkeley, CA: Center for the Study of Writing, 1988.

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Children's drawing and writing: The remarkable in the unremarkable. New York: Routledge, 2011.

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H, Freeman Norman, and Cox M. V, eds. Visual order: The nature and development of pictorial representation. Cambridge [Cambridgeshire]: Cambridge University Press, 1985.

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Aryeetey, Ernest. A development-focused allocation of the Special Drawing Rights. Helsinki: United Nations University, World Institute for Development Economics Research, 2004.

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Children and pictures: Drawing and understanding. Malden, MA: Wiley-Blackwell, 2010.

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Joyal, Bruno. L'évolution graphique: Du premier trait gribouillé à l'œuvre plus complexe. Sainte-Foy, Québec: Presses de l'Université du Québec, 2003.

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Fund for the Development of Teaching and Learning and Higher Education Academy (Great Britain), eds. FDTL voices: Drawing from learning and teaching projects. York: Higher Education Academy, 2009.

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Szuścik, Urszula. Znak werbalny a znak plastyczny w twórczości rysunkowej dziecka. Katowice: Wydawn. Uniwersytetu Śląskiego, 2006.

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Szuścik, Urszula. Znak werbalny a znak plastyczny w twórczości rysunkowej dziecka. Katowice: Wydawn. Uniwersytetu Śląskiego, 2006.

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Huang, Junfang. Kan dong hai zi zai xiang sheng me!: 100 fu er tong hui hua de xin li mi mi. Taibei Shi: Xiu wei shao nian, 2016.

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Book chapters on the topic "Drawing development"

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Krampen, Martin. "Drawing Development." In Children’s Drawings, 31–45. Boston, MA: Springer US, 1991. http://dx.doi.org/10.1007/978-1-4757-9679-7_4.

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von Tetzchner, Stephen. "Development of Drawing." In Typical and Atypical Child and Adolescent Development 3, 72–74. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003292463-16.

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Pender, Rebekah R. "Family Drawing." In Encyclopedia of Child Behavior and Development, 639–40. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_1097.

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Stuart, Graeme. "Drawing a Spaceship." In Introducing JavaScript Game Development, 47–70. Berkeley, CA: Apress, 2017. http://dx.doi.org/10.1007/978-1-4842-3252-1_4.

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Stuart, Graeme. "Drawing an Asteroid." In Introducing JavaScript Game Development, 71–80. Berkeley, CA: Apress, 2017. http://dx.doi.org/10.1007/978-1-4842-3252-1_5.

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Taylor, N. P. "Drawing the Evaluation Together." In Development Site Evaluation, 119–25. London: Macmillan Education UK, 1991. http://dx.doi.org/10.1007/978-1-349-21575-1_8.

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Mark, David, Jack Nutting, Kim Topley, Fredrik Olsson, and Jeff LaMarche. "Drawing with Core Graphics." In Beginning iPhone Development, 565–94. Berkeley, CA: Apress, 2014. http://dx.doi.org/10.1007/978-1-4842-0199-2_16.

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DiMarzio, J. F. "Drawing The Environment." In Practical Android 4 Games Development, 73–118. Berkeley, CA: Apress, 2011. http://dx.doi.org/10.1007/978-1-4302-4030-3_4.

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Maskrey, Molly, Kim Topley, David Mark, Fredrik Olsson, and Jeff Lamarche. "Graphics and Drawing." In Beginning iPhone Development with Swift 3, 529–54. Berkeley, CA: Apress, 2016. http://dx.doi.org/10.1007/978-1-4842-2223-2_16.

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Maskrey, Molly K. "Graphics and Drawing." In Beginning iPhone Development with Swift 4, 465–90. Berkeley, CA: Apress, 2017. http://dx.doi.org/10.1007/978-1-4842-3072-5_14.

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Conference papers on the topic "Drawing development"

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Juan Gutiérrez, Pablo Jeremías, and Vincenza Garofalo. "DRAWING ALICANTE / DRAWING PALERMO. AN EXPERIENCE OF TEACHING INNOVATION WITHIN THE ERASMUS+ PROGRAM." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1257.

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Aznar, Antonio, José Ignacio Hernando, and Joaquín Antuña. "DRAWING TO LEARN IN ARCHITECTURE STRUCTURES." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0553.

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Xu, Hubo, Lihua Liu, Di Zhang, and Zhilan Chen. "Project Development in Mechanical Drawing Curriculum." In International Conference on Education, Management, Computer and Society. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/emcs-16.2016.135.

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Shiono, Yasunori, Megumi Uetsuhara, Hideo Shibutani, Chieko Kato, and Kensei Tsuchida. "Development of a System for Drawing Test." In 2010 IEEE/ACIS 9th International Conference on Computer and Information Science (ICIS). IEEE, 2010. http://dx.doi.org/10.1109/icis.2010.99.

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Valiente Lopez, Mercedes, M. Carmen Sanz Contreras, and Sandra Moyano Sanz. "THE IMPORTANCE OF ARCHITECTURAL DRAWING IN THE UNIVERSITY." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0560.

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Bagoly-Simo, Peter, Maria Eliza Dulama, Ilovan Oana-Ramona, Sorin-Alin Kosinszki, and Bianca Sorina Racasan. "Exploring Map Drawing Skills of Geography Teacher Training Students." In ERD 2016 - Education, Reflection, Development, Fourth Edition. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.12.6.

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Bernabéu Larena, Jorge, Beatriz Cabau Anchuelo, and Patricia Hernández Lamas. "DRAWING CARTOGRAPHIES IN EDUCATION FOR LANDSCAPE AND CIVIL ENGINEERING." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.2065.

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Kowong, Rattanachai, Wuttichai Putchana, and Amarin Ratanavis. "A development of arc discharge drawing silica nanowires." In International Conference on Photonics Solutions 2015, edited by Surasak Chiangga and Sarun Sumriddetchkajorn. SPIE, 2015. http://dx.doi.org/10.1117/12.2196127.

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Carver, Donald E., and David F. McAllister. "Development of a stereoscopic three-dimensional drawing application." In Electronic Imaging '91, San Jose,CA, edited by John O. Merritt and Scott S. Fisher. SPIE, 1991. http://dx.doi.org/10.1117/12.46294.

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Colorado Alonso, Francisco J., Hugo I. Medelli´n Castillo, Pedro de J. Garci´a Zugasti, and Dirk F. de Lange. "Deep Drawing Height Analysis of Rectangular Cup Drawing." In ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-39999.

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The deep drawing process is widely used in industry because it allows the production of parts with reduced weight and good mechanical properties. However, the deep drawing process of non-cylindrical shapes still relies on experimental and trial and error methods, leading to high costs and long development times. The deformation mechanism of non-cylindrical cup drawing is theoretically very complex because of the large elasto-plastic stress and strain, and contact conditions between the tools and the sheet metal involved. In particular, several attempts have been tried in the past to perform theoretical and numerical analysis of rectangular cups. This paper presents an analysis of the allowable deep drawing height (DDH) of rectangular cups. The aim of this paper is twofold: 1) to analyze and estimate the allowable DDH of rectangular parts using theoretical, numerical (FEM) and experimental methods, and 2) identify the theoretical expression that predicts with the highest accuracy the allowable DDH of rectangular parts. A new theoretical expression for predicting this DDH is also proposed. To perform the study FEM is used together with the experimental data from industrial parts. The results show the accuracy of each theoretical expression in predicting the allowable DDH of rectangular parts.
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Reports on the topic "Drawing development"

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Thomas, Edwin L. Microstructural Development During Post-Die Drawing. Fort Belvoir, VA: Defense Technical Information Center, November 2001. http://dx.doi.org/10.21236/ada397781.

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Westfall, C. Civilian nuclear power on the drawing board: the development of Experimental Breeder Reactor-II. Office of Scientific and Technical Information (OSTI), February 2003. http://dx.doi.org/10.2172/827226.

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Kanivets, Oleksandr V., Irina М. Kanivets, Natalia V. Kononets, Tetyana М. Gorda, and Ekaterina O. Shmeltser. Development of mobile applications of augmented reality for projects with projection drawings. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3745.

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We conducted an analysis of the learning aids used in the study of general technical disciplines. This allowed us to draw an analogy between physical and virtual models and justify the development of a mobile application to perform tasks on a projection drawing. They showed a technique for creating mobile applications for augmented reality. The main stages of the development of an augmented reality application are shown: the development of virtual models, the establishment of the Unity3D game engine, the development of a mobile application, testing and demonstration of work. Particular attention is paid to the use of scripts to rotate and move virtual models. The in-house development of the augmented reality mobile application for accomplishing tasks on a projection drawing is presented. The created mobile application reads, recognizes marker drawings and displays the virtual model of the product on the screen of the mobile device. It has been established that the augmented reality program developed by the team of authors as a mobile pedagogical software can be used to perform tasks both with independent work of students and with the organization of classroom activities in higher education institutions.
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Barr, Robert W. Development of Design Parameters and Conceptual Drawing for a Plasma Etcher to Clean and Sterilize Surgical Instruments. Fort Belvoir, VA: Defense Technical Information Center, February 1989. http://dx.doi.org/10.21236/ada259791.

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Pforr, Tobias, Fabian Pape, and Steffen Murau. After the Allocation: What Role for the Special Drawing Rights System? Institute for New Economic Thinking Working Paper Series, March 2022. http://dx.doi.org/10.36687/inetwp180.

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In August 2021, the IMF made a new SDR allocation to help ease pandemic-induced financial strains in the Global South. This paper assesses the potential of the SDR system to address debtrelated problems in global finance. We analyze the SDR system as a web of interlocking balance sheets whose members can use SDR holdings—the system’s tradable assets—for conversion into usable currency as a perpetual low-interest loan or to make payments to each other. Using original IMF data, we study how the system has been practically used since 1990. Though widely perceived as a solution in search of a problem in the post-Bretton Woods era, we find that the SDR system provides three mechanisms through which IMF members borrow and lend usable currency to each other, with different strings attached: first, transactions by agreement; second, the IMF’s core lending facilities for which the SDR system offers additional resources; and third, IMF-sponsored Trusts which seek to harness the SDR system for development purposes and are the basis for the current idea of ‘voluntary channeling’. Overall, given the SDR system’s idiosyncratic accounting rules, the new allocation can improve the liquidity position of a country and offer some limited avenues for sovereign debt restructuring but comes with new interest and exchange rate risks. Voluntary channeling cannot happen without a wealth transfer, neither the SDR allocation nor the use of Trusts can overcome this problem. Still, Trusts can be a useful instrument to help with debt forgiveness and to ensure that borrowed funds are used for their intended purpose.
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Rose, Jonathan, Josette Arévalo, Thaís Soares, and Andreia Barcellos. Approach Paper: Evaluation of the Inter-American Development Bank's Governance. Inter-American Development Bank, February 2021. http://dx.doi.org/10.18235/0003043.

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This approach paper defines the objectives, scope, and methodology for the Office of Evaluation and Oversight's (OVE) evaluation of the governance of the Inter-American Development Bank (IDB). The evaluation is included in OVE's 2020-2021 work program (document RE-543) in response to a request by the Board of Executive Directors to evaluate the IDB's governance arrangements. Drawing from similar evaluations, these aspects will be evaluated in four dimensions: effectiveness, efficiency, accountability and transparency, and voice.
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Chahal, Husanjot, Sara Abdulla, Jonathan Murdick, and Ilya Rahkovsky. Mapping India’s AI Potential. Center for Security and Emerging Technology, March 2021. http://dx.doi.org/10.51593/20200096.

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With its massive information technology workforce, thriving research community and a growing technology ecosystem, India has a significant stake in the development of artificial intelligence globally. Drawing from a variety of original CSET datasets, the authors evaluate India’s potential for AI by examining its progress across five categories of indicators pertinent to AI development: talent, research, patents, companies and investments, and compute.
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Johnson, Eric M., Edwin Lehoahoa, Patrick Shaw, and Rob Urquhart. Increasing Digital Platform Use to Help Youth Find Work. RTI Press, May 2020. http://dx.doi.org/10.3768/rtipress.2020.pb.0023.2005.

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Young people face myriad obstacles in finding work, leaving more than 71 million unemployed globally. Digital professional networking platforms, such as LinkedIn, may give youth an effective way to find, retain, and advance in work. We explore platform use in developing economies and present new data on a low-cost, successful way to teach youth how to use these platforms. We end by drawing policy implications for the education and workforce development field.
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Wachen, John, Mark Johnson, Steven McGee, Faythe Brannon, and Dennis Brylow. Computer Science Teachers as Change Agents for Broadening Participation: Exploring Perceptions of Equity. The Learning Partnership, April 2021. http://dx.doi.org/10.51420/conf.2021.2.

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In this paper, the authors share findings from a qualitative analysis of computer science teachers’ perspectives about equity within the context of an equity-focused professional development program. Drawing upon a framework emphasizing educator belief systems in perpetuating inequities in computer science education and the importance of equity-focused teacher professional development, we explored how computer science teachers understand the issue of equity in the classroom. We analyzed survey data from a sample of participants in a computer science professional development program, which revealed that teachers have distinct ways of framing their perceptions of equity and also different perspectives about what types of strategies help to create equitable, inclusive classrooms reflective of student identity and voice.
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Haider, Huma. Education, Conflict, and Stability in South Sudan. Institute of Development Studies (IDS), July 2021. http://dx.doi.org/10.19088/k4d.2021.129.

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This Emerging Issues Report explores the relationship between education, conflict, and (in)stability in South Sudan, drawing on a wide range of academic, policy, and programming literature. There is a growing body of research on the ways in which education can both exacerbate conflict and contribute to peace. The 4Rs framework (focusing on aspects of Redistribution, Recognition, Representation, and Reconciliation) provides a holistic way to explore and address the education system’s relationship to economic, social, cultural and political development processes; and its role in producing or exacerbating inequalities that fuel grievances and ultimately conflict (Novelli et al., 2019, 2016). The 4Rs framework is adopted throughout this report, at the start of each main section, providing summaries of key issues in the delivery of education and outcomes in South Sudan. These summaries are also presented in this overview. The report also looks at the interaction of donor interventions in education with conflict and stability in South Sudan, focusing on the Girls’ Education South Sudan (GESS) programme (see below), but also drawing on a few other interventions. While there is a range of donor reports and other literature that outline and discuss these initiatives and their impacts, there is limited research that makes explicit connections to their interactions with conflict and (in)stability.
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