Relevant bibliographies by topics / Drawing skills

Contents

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

Academic literature on the topic 'Drawing skills'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Drawing skills"

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White, Hilary. "Developing drawing skills." Practical Pre-School 1999, no. 16 (July 1999): 25. http://dx.doi.org/10.12968/prps.1999.1.16.41149.

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Holm, E. "Guide to biological drawing - Part 1: Line drawings." Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie 5, no. 3 (March 18, 1986): 143–50. http://dx.doi.org/10.4102/satnt.v5i3.989.

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The advantages of drawings above photographic illustrations are listed, and the difference between skills needed for technical rendering and artwork is explained. Materials and techniques for good line drawing are treated in progressive steps, followed by appropriate recommended exercises. The text is elucidated by 18 illustrations.
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Gomes, Carol A., Ellen B. Boswel, and John E. Humphries. "Computer Skills; Drawing Blood via Catheters." Laboratory Medicine 28, no. 2 (February 1, 1997): 99–101. http://dx.doi.org/10.1093/labmed/28.2.99.

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Marwa, N. J., J. Choji, and B. D. Dalumo. "IMPROVING SPATIAL ABILITY SKILLS OF FIRST-YEAR STUDENTS IN BASIC ENGINEERING DRAWING USING A SOLID PAIR MODEL." Open Journal of Educational Development (ISSN: 2734-2050) 1, no. 2 (August 5, 2020): 1–12. http://dx.doi.org/10.52417/ojed.v1i2.127.

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Good spatial ability skills are an important component of an engineer’s ability to create and interpret engineering drawings, which is demanding in thinking, being a problem-solving process. The ability of an engineer to visualize in 3D is a cognitive skill that is attached to success in basic engineering drawing subjects. Engineering and technology education students need good spatial ability skills to understand several topics in basic engineering drawings like orthographic projection, axonometric drawing, sectional view, and hidden details drawings. This study aims at improving spatial ability skills using a solid pair model among first-year technical education students of Kaduna State College of Education Gidan Waya. A Quasi-experimental research design was used for the study, a standards pre and post-test were used to conduct a visualization transformation assessment to measure the students’ level of spatial ability skills. The study shows that after treatment using a solid pair model, the student without prior knowledge in basic engineering performed above average, likewise students with prior knowledge in the control and experimental group performed above average. The results indicate that a solid pair model was effective for improving spatial ability skills among first-year technical education students. This study implies to educators that there is need to appropriately enforce the use of a solid pair model for effective teaching and learning of basic engineering drawing. It is, therefore, affirmed that the use of a solid pair model in teaching basic engineering drawings should be enhanced with other teaching methods. Marwa, N. J. | Department of Technical Education Kaduna State College of Education, Gidan waya, Kafanchan, Kaduna State, Nigeria.
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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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Setiawan, Abdul Haris, Ryo Takaoka, Agusti Tamrin, Roemintoyo, Eko Supri Murtiono, and Lilis Trianingsih. "Contribution of collaborative skill toward construction drawing skill for developing vocational course." Open Engineering 11, no. 1 (January 1, 2021): 755–71. http://dx.doi.org/10.1515/eng-2021-0073.

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Abstract This study aims to support developing research in designing a vocational lesson and learning model for civil engineering education study program by examining students’ collaborative skills toward construction drawing skills as a substantial skill in civil engineering. This study investigated student performance for proposing collaborative learning approaches to improve student skills as needed by industry. It is an ex-post-facto study using 130 samples from several vocational high schools in Indonesia with descriptive statistics and regression for the data analysis. The results show that the collaborative skill is in a fair category of 60.00 and the construction drawing skill is in a good category of 67.49 on a 100 scale. There is a significant and positive influence of collaborative skill (X) toward construction drawing skill (Y) with a linear regression model Ŷ = 31.443 + 1.952X. Furthermore, it presented a correlation coefficient of 0.644, a determination coefficient (R 2) of 0.415, and an adjusted R 2 of 0.410, where it can be concluded that the collaborative skill variable (X) as a predictor in the regression model includes the moderate category, which gives a 41% contribution in explaining the variants of the construction drawing skill (Y) as the dependent variable. It needs special attention to the specific behavioral details of the collaborative skill. The future work is needed to improve collaborative skills that emphasize prioritizing collaboration between peers and learning interdependence.
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Wright, Jenny. "Drawing as research: Correlating skills and practices with surgical training." Drawing: Research, Theory, Practice 4, no. 2 (November 1, 2019): 257–69. http://dx.doi.org/10.1386/drtp_00006_1.

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Abstract There are highly creative and meticulous elements to both fine art drawing and surgical practices, especially with regard to close observation, use of tools and interaction with materials. Both artists and surgeons have a dynamic, physical interaction with surfaces, as well as an ability to review and select key features from complex structures. Building on my own drawing practice and observations of surgeons' work I have been able to develop a method for comparing and evaluating drawings. Analysing series of images made by students at Kings College Dental Institute, London, I correlated their data from the HapTEL learning system which was used to practice drilling and removing caries from a virtual tooth, and found evidence of a link between drawing aptitudes and a particular surgical skills. My work supports evidence of positive application of arts practices, with the possibility of building future work incorporating drawing and surgical training.
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Zhang, Hui Ping, and Ran Ma. "Skills for Animated AutoCAD Drawing with PowerPoint." Applied Mechanics and Materials 170-173 (May 2012): 3464–67. http://dx.doi.org/10.4028/www.scientific.net/amm.170-173.3464.

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The article is about how to paste the drawing designed by using AutoCAD into PowerPo-int, and to show the drawing process in two different forms of animation by examples. By compari-ng the two different forms of animation, it advances more practical methods and skills for animati-on, and for others ' reference.
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Frith, Chris, and John Law. "Cognitive and Physiological Processes Underlying Drawing Skills." Leonardo 28, no. 3 (1995): 203. http://dx.doi.org/10.2307/1576075.

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Pallavi, Smita. "Suggestive GAN for supporting Dysgraphic drawing skills." IAES International Journal of Artificial Intelligence (IJ-AI) 8, no. 2 (June 1, 2019): 132. http://dx.doi.org/10.11591/ijai.v8.i2.pp132-143.

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<span lang="EN-US">The squat competence of dysgraphia affected students in drawing graphics on paper may deter the normal pace of learning skills of children. Convolutional neural network may tend to extract and stabilize the action-motion disorder by reconstructing features and inferences on natural drawings. The work in this context is to devise a scalable Generative Adversarial Network system that allows training and compilation of image generation using real time generated images and Google QuickDraw dataset to use quick and accurate modalities to provide feedback to empower the guiding software as an apt substitute for human tutor. The training loss accuracy of both discriminator and generator networks is also compared for the SGAN optimizer.</span>
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Dissertations / Theses on the topic "Drawing skills"

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Maani, Leila. "Encouraging the acquistion of drawing skills in game design : a case study." Thesis, University of Gloucestershire, 2014. http://eprints.glos.ac.uk/962/.

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Undergraduate, Interactive Games Design (IGD) courses offered by technical universities in the UK recruit students who are not required to have art or design backgrounds. However, they need to be able to represent their creative ideas. Observations at the University of Gloucestershire have shown that many students find difficulties in expressing their ideas in a visual manner as they do not have adequate drawing skills and eventually some focus on coding and some withdraw. This thesis investigates the links between game design and drawing skills, examining concepts of creativity, learning, design communication and education. To establish the basis of this problem, it was necessary to gain an insight into students‘ and tutors‘ viewpoints and interpretation of this course. Using an interpretive philosophical framework, a mixed method approach was chosen to allow for greater opportunity to understand the phenomenon. Within an action research paradigm, the research was carried out in an evolutionary manner. The extent of the problem was established by eliciting tutors‘ insight from other institutions both arts and technical based. A case study was set out to study two cohorts of students. This identified the problems reported by students and the impact of these on students‘ attitude and motivation. The nature and necessity of drawing skills for sketching storyboards were explored by gaining views of students, tutors and industry professionals. The effect of the tutor-led Art interventions at UoG was investigated. The research identified criteria to assess the quality of storyboard communications and finally a framework for an e-learning object to develop storyboard communication skills was specified. This study revealed that obtaining visual skills is fundamental in order to be able to draw or use rapid prototyping techniques for storyboarding. This needs to be addressed in a specified module or several sessions. It appeared that the design of an art intervention (tutor-based or e-learning object) for IGD students, needs to address the issues of confidence and teamwork alongside with the learning materials in a constructive and gamified style and as interactive as possible in a structured goal-based manner. It would also benefit from Active learning teaching style.
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Rinne, P. "An investigation of drawing across the National Curriculum at Key Stage 3." Thesis, University of Surrey, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.301327.

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Zirngast, Wendy Margaret, and n/a. "The relationship of drawing skills to visual perceptual abilities in year 7 students." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20061112.123539.

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The aim of this field study was to investigate the relationship between visual perceptual processes and drawing ability in Year 7 students in the Australian Capital Territory. A random sample of five classes from five High Schools, consisting of 113 year 7 students, was tested for their ability in representational and memory drawing, and a sample of good drawers was chosen by a panel of five Independent judges. The drawing ability of the "Good" Drawers Sample was tested by means of Field's Visual Information Transformation Test (VIT), and the visual perceptual processes were tested using MacGregor's Perceptual Index.(MPI) A statistical analysis of the ranked scores was made using the Kruskal Wallis Analysis of Variance, the Spearman Rho rank order correlation, and the Mann Whitney U Test.
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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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Faisal, Nouf. "Impact of technology on developing drawing skills in pre-school children in Saudi Arabia." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1526902.

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The purpose of this thesis is to investigate the development of children's drawing skills through the use of technology. The research involved five children two girls and three boys, ages three to five years in a preschool center located in Jeddah, Saudi Arabia. Specifically, the researcher observed and analyzed the response of the selected children to the use of tablet-based programs in the development of their drawing skills. The result showed that boys between three to four were more interactive with drawing on the iPad than girls. This result will be helpful for teachers and technology specialists to understand how to optimize technology to support early childhood artistic efforts.

The first chapter of this thesis is an introduction and holds the purpose of the study. The second chapter is a review of literature. Chapter three is the methodology. And in chapter four, findings and results are discussed. Chapter five is the conclusion and recommendations for further study.

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Lee, Hwakyoung Joanna. "Analysis of the relationship between pre-kindergarten children's drawing and language." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/dissertations/419.

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Young children begin to draw spontaneously, and their drawings develop in complexity and skill as they become older. Previously, children's drawings have been utilized to assess aspects of emotional and cognitive development. On the other hand, very few studies have used children's drawings as a tool for understanding their language development. The purpose of this study was to examine the potential for using drawing as an assessment tool for language skill. Therefore, this study explored the relationship between pre-kindergarten children's drawing and language development and stability of this relationship over time. This study also examined whether children's English-language status influenced the drawing-language relationship. The study's subjects were 34 children who attended a pre-kindergarten program in a local elementary school located in a Mid-Western university town. These children participated in take-home reading and drawing activities once a week for one school year. Children's drawings that were completed after reading storybooks with their parents served as data documenting their drawing skills. Classroom teachers' observations of the children's language use were recorded on the Work Sampling System's developmental checklists, and this served as data to document their language skills. A hierarchical regression analysis revealed that children's drawing skill was a significant predictor to their language skill and explained 10% of the variance in language scores. This finding was consistent at both the beginning and end of the school year. Children's English-language status did not make a statistically significant difference in the predictive relationship of drawing for their language skills. Therefore, this study concluded that children's drawings can be used as a supplementary assessment tool to provide information about children's language skills, regardless of their primary language. However, more than half of the language variance was not identified from this study; this is an area for further investigation.
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Pretorius, Leana. "A Methodological framework for observation drawing : empowering middle childhood Visual Arts learners with visual literacy skills." Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/52959.

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Against the background of Western art education, realistic drawing lost its position of power in the early 20th century. The concept child art was introduced which led to extensive research being conducted into the natural patterns of development and self-expression. Realistic drawing was perceived as rigid and as stifling creativity (Holt, 1979). Drawing forms the basic skill for the subject Visual Arts, yet middle childhood learners often lack the skill to draw realistically. This defined the research questions for this inquiry: How do observation drawing techniques, as an intervention, affect the drawing competence of middle childhood learners? How can the findings of the afore-mentioned question serve to inform a methodological framework for observation drawing? Edwards (1982) cognitive shift model which hypothesises that drawing performance can be enhanced by inhibiting left brain involvement in the task was used as the conceptual framework for this study. This study was qualitative in nature and placed within arts-based research design, which involves the use of visuals as data. To stimulate the study, Piaget s cognitive development theory was used as theoretical framework. The framework was grounded in constructivism and valued student learning. The study took place in a South African classroom. Participants in this study were 13 middle childhood learners who believed that they had no talent for art. The participants completed a pre-intervention questionnaire involving two unmediated drawings which were evaluated according to the theory of drawing development stages, hypothesised by Sully in 1885. Observation drawing techniques were administered as intervention during five studio drawing sessions. The main findings justified Edwards claim that nearly anyone can learn to draw using these techniques. Comparing the before and after drawings, the results suggested that observation drawing techniques facilitated learning to draw as all the participants improved noticeably. The findings informed a drawing methodology which serves the need for direct instruction in drawing and perceptual skills to empower Visual Arts learners with artistic and visual literacy.
Dissertation (MEd)--University of Pretoria, 2015.
Science, Mathematics and Technology Education
MEd
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Burgoyne, Christine Anne. "The importance of identifying particular strengths : spatial ability in pupils who are at risk of not learning to read." Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/3150.

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Recent studies have shown that there may be evidence that children with reading difficulties have particular compensatory spatial ability, although the exact spatial ability has not been identified. This study used qualitative and quantitative methods to examine closely two spatial abilities, spatial visualisation (mental rotation from memory) and visual realism (three-dimensional drawing and construction ability) in students with reading problems and students with no problems. The aim was also to explore the question of whether students with spatial ability and reading problems were encouraged to use these strengths either in or out of school and whether such abilities could be identified in the early years environment. Equally, the question of motivational failure related to possible unrecognised potential, particularly in the area of non-verbal/spatial ability was also examined. This study used longitudinal case studies with five children and their mothers over a period of ten years. Interviews were transcribed and analysed using a grounded theory approach. Researcher observations as the teacher of the five children in their primary years provided additional evidence of their reading and spatial abilities at an early age. In addition, the study uses a Further Education College survey that examines spatial ability and reading problems in 133 post-16 year olds that provides the quantitative element of the study providing evidence about students with spatial abilities and their career choices. The data analysis revealed that the five case studies had largely overcome their reading problems due to early intervention strategies for reading together with encouragement and support outside school for their spatial abilities. Additionally, they have pursued careers, which for the most part, uses their spatial skills. The data analysis of the College survey showed that the link between spatial ability and reading problems was less secure, although there were a number of students with Specific Learning Difficulties (SpLD) who had high spatial abilities and this proved to be important from the point of view of identifying strengths alongside weakness in literacy, particularly in the early years at school. Early identification and acknowledgement of spatial ability as a perceived strength and used to support learning, as opposed to identification of reading problems, a perceived deficit, proved to be a key finding of the research.
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Fava, Michelle. "Understanding drawing : a cognitive account of observational process." Thesis, Loughborough University, 2014. https://dspace.lboro.ac.uk/2134/16404.

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This thesis contributes to theorising observational drawing from a cognitive perspective. Our current understanding of drawing is developing rapidly through artistic and scientific enquiry. However, it remains fragmented because the frames of reference of those modes of enquiry do not coincide. Therefore, the foundations for a truly interdisciplinary understanding of observational drawing are still inceptive. This thesis seeks to add to those foundations by bridging artistic and scientific perspectives on observational process and the cognitive aptitudes underpinning it. The project is based on four case studies of experienced artists drawing processes, with quantitative and qualitative data gathered: timing of eye and hand movements, and artists verbal reports. The data sets are analysed with a generative approach, using behavioural and protocol analysis methods to yield comparative models that describe cognitive strategies for drawing. This forms a grounded framework that elucidates the cognitive activities and competences observational process entails. Cognitive psychological theory is consulted to explain the observed behaviours, and the combined evidence is applied to understanding apparent discrepancies in existing accounts of drawing. In addition, the use of verbal reporting methods in drawing studies is evaluated. The study observes how drawing process involves a segregation of activities that enables efficient use of limited and parametrically constrained cognitive resources. Differing drawing strategies are shown to share common key characteristics; including a staged use of selective visual attention, and the capacity to temporarily postpone critical judgement in order to engage fully in periods of direct perception and action. The autonomy and regularity of those activities, demonstrated by the artists studied, indicate that drawing ability entails tacit self-knowledge concerning the cognitive and perceptual capacities described in this thesis. This thesis presents drawing as a skill that involves strategic use of visual deconstruction, comparison, analogical transfer and repetitive cycles of construction, evaluation and revision. I argue that drawing skill acquisition and transfer can be facilitated by the elucidation of these processes. As such, this framework for describing and understanding drawing is offered to those who seek to understand, learn or teach observational practice, and to those who are taking a renewed interest in drawing as a tool for thought.
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Bartlett, Keith Ean. "Field sketching in the geography curriculum : a study of cognitive and developmental aspects of a key geographical skill." Thesis, University of Southampton, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.241787.

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Books on the topic "Drawing skills"

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Drawing shortcuts: Developing quick drawing skills using today's technology. 2nd ed. Hoboken, N.J: John Wiley & Sons, 2010.

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Leggitt, Jim. Drawing shortcuts: Developing quick drawing skills using today's technology. 2nd ed. Hoboken, N.J: John Wiley & Sons, 2010.

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Jefferis, Alan. Basic drafting skills: Workbook. Albany, N.Y: Delmar, 1991.

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City and Guilds of London Institute. Engineering drawing office skills: Test manual : 9356. London: City and Guilds, 1988.

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Otie, Kilmer W., ed. Construction drawings and details for interiors: Basic skills. 2nd ed. Hoboken, N.J: Wiley, 2009.

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Advanced drawing skills: A course in artistic excellence. New York: Barnes & Noble, 2003.

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Advanced drawing skills: A course in artistic excellence. New York: Barnes & Noble, 2004.

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Tadem, Ed. 50 things to draw: 50 creative projects to unleash your drawing skills. Irvine, Calif: Walter Foster Publishing, 2013.

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50 things to draw: 50 creative projects to unleash your drawing skills. New York: Metro Books, 2013.

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Everyone can draw: Essential skills, techniques & inspiration for artists. London: Arcturus, 2011.

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Book chapters on the topic "Drawing skills"

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Cottrell, Stella, and Neil Morris. "Drawing it together." In Study Skills Connected, 161–72. London: Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-1-137-01944-8_9.

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Cottrell, Stella. "Drawing it together." In Skills for Success, 323–32. London: Macmillan Education UK, 2015. http://dx.doi.org/10.1007/978-1-137-42653-6_13.

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Cottrell, Stella. "Drawing it together." In Teaching Study Skills and Supporting Learning, 335–42. London: Macmillan Education UK, 2001. http://dx.doi.org/10.1007/978-1-137-07094-4_25.

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Greetham, Bryan. "Thinking with Evidence 2: Drawing Relevant Inferences." In Thinking Skills for Professionals, 163–72. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1007/978-0-230-28155-4_14.

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Greetham, Bryan. "Thinking with Evidence 3: Drawing Reliable Inferences." In Thinking Skills for Professionals, 173–81. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1007/978-0-230-28155-4_15.

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Röhr-Rouendaal, Petra. "Pre-testing; Basic drawing skills; Guidelines for making visual aids." In Where There is No Artist, 18–30. Rugby, Warwickshire, United Kingdom: Practical Action Publishing, 2007. http://dx.doi.org/10.3362/9781780441443.002.

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Guochen, Li, Li Kuishan, and Zhang Jing. "Teaching Design on Training Complex Cognitive Skills Based on Engineering Drawing." In Lecture Notes in Electrical Engineering, 763–69. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24820-7_122.

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Trifunović, Aleksandar, Svetlana Čičević, Dragan Lazarević, Magdalena Dragović, and Aleksandar Čučaković. "Challenges and Promises of Mobile Devices Usage for Spatial Visualization Skills Assessment in Technical Drawing for Engineering Course." In Advances in Intelligent Systems and Computing, 1740–50. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95588-9_156.

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Abdul Latip, Mohd Amir, Shaharuddin Md Salleh, and Aminah Binti Idrus. "Innovative Technical Drawing Simulation Application for Higher-Order Thinking Skills in Teaching and Learning of Technical Graphic Communication for Upper Secondary School." In Advances in Intelligent Systems and Computing, 446–55. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-40274-7_44.

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Greenwalt, Julie, Michael Dede, Ibinabo Johnson, Prince Nosa, Abi Precious, and Barbara Summers. "Climate Change Adaptation and Community Development in Port Harcourt, Nigeria." In African Handbook of Climate Change Adaptation, 2775–802. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-45106-6_47.

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AbstractPort Harcourt, Nigeria, as with many cities in Africa, is already experiencing impacts from climate change while also facing development challenges and compounding vulnerabilities. There is often a gap between the adaptation recommendations of academia and international organizations and the conditions needed to achieve these recommendations given the realities on the ground in cities with vulnerable populations, pressing challenges, and minimal capacity. This gap can make it difficult to translate theoretically persuasive plans and guidance into practically sustainable actions. This chapter builds on the experience of CMAP, a Port Harcourt-based NGO leading participatory mapping, community media, and public space design programs in the city’s informal waterfront settlements. Drawing on the perspectives of Chicoco Collective, the youth-led volunteer network which CMAP supports, and the datasets that they have built, the chapter explores local awareness and skills for climate change adaptation. This chapter concludes with recommendations relevant for Port Harcourt and similar African cities to build on such local skills and experiences and advocates for a partnership-based approach that brings together adaptation professionals and community-based actors for more effective critical analysis of local conditions and prioritization of actions to meet the development and climate change needs of local communities.
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Conference papers on the topic "Drawing skills"

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Vavrova, Lucie, and Sarka Pechouckova. "CHILDREN'S SINGLE-LINE DRAWING SKILLS." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0635.

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Mahaney, Jack. "A Drafting Course for Practicing Engineers." In ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-61131.

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Graphical communication has traditionally been a basic part of the mechanical engineer’s education. The production and reading of drawings have long been considered an attribute of ‘literate’ engineers. Today, that assumption is under attack, as is the very definition of a drafting course. Typical questions include “Why should we teach pencil/paper drawing in an AutoCAD age?” “Why not just teach solids modeling and forget the old-fashioned stuff?” At Mercer University we teach in the sophomore year a single two-semester-hour laboratory course containing three modules: pencil-and-paper drawing, computer-aided drawing, and solids modeling. The course attempts to balance the presentation and mastery of traditional descriptive geometry principles and skills with the need to prepare engineers for practice. The goal in each module is to teach enough skill to provide a base for experience and future learning in both course work and professional practice. The approach in each module is to start with the basic skills of that particular method, and progress to the production of working and assembly drawings. Rationale and learning objectives for the course are presented, as well as representative examples of assignments and projects.
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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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Caulfield-Browne, Mark. "Innovations in Teaching: Engineering Drawing and 3D Visualization." In ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-61390.

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A fundamental course offered at The Petroleum Institute (PI) in Abu Dhabi, to all sophomore engineering students, is Engineering Graphics. One of the objectives of the Engineering Graphics course is to equip students with the basic drawing and visualization skills required of competent engineers. With English being a second language, a number of issues in developing such a course had to be addressed: proficiency in the English language, previous drawing experience, 3D visualization skills, judicious and appropriate use of technology. While some of our sophomore students cope adequately with learning in English, many struggle to understand the language used in technical courses. Further, the majority of our students have no prior drawing experience and generally have poorly developed 3D visualization skills. This paper will consider how the learning process can be enhanced through appropriate use of technology. The development and delivery of an innovative, bespoke Engineering Graphics and 3D Visualization course will be presented. The course concentrates on developing visualization skills by providing a web-based, independent-learning component. Interactive multimedia resources were developed to accompany the sketching part of the course. The 3-dimensional sketching examples given in the course notes were modeled using the CAD software the students would learn later in the course. It was anticipated that, by providing these powerful visualization tools, students would intuitively understand the concepts even without previous exposure to Engineering Graphics or fluency in the language of instruction. In this paper, the course structure will be presented, our findings will be outlined and recommendations discussed.
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Brunetti, Federico Alberto. "Drawing as dialogue." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8239.

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The training paths are essentially based on the acquisition of knowledge in which the transmission of knowledge is organized starting and through the acquisition, and capacity for further modulation, of textual or alphanumeric languages. An area of particular intellectual value is however normally recognized and delegated to the activities defined as creative or artistic. The very concept of "vision", typical of the current methodologies of strategic thinking, refers to the ability to communicate through visual interpretive hypotheses, the experience of reality. In Italy a new regulation called "School-Work Alternation" has been introduced in the training courses, for the development of those attitudes of so-called soft-skills in operational and relational responsibility, for a positive outlook in working contexts. The case study of this manuscrippt concernes the students of the Liceo Artistico who forge their attitudes to know how to deal the conceptual mediations between visible and invisible, between visual thinking and concept vision images. The Drawing accompanies the way they look at the world and elaborate a shareable image. These formative features have made their contributions in these experiences particularly interesting and original, not so much for non-profit creative collaborations that they have been able to develop with the Institutions that have welcomed them, but above all for the current image and innovative that they have been able to interpret and return.
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Srinivasan, Anirudh, Jeremy D. Smith, and Diana Bairaktarova. "Identifying Freehand Sectional View Technical Drawing Activities in Engineering Design Graphics Course to Enhance Spatial Skills of Engineering Students." In ASME 2016 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/detc2016-60079.

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Spatial thinking is paramount in engineering education, however there is a lack of reliable data on instructional strategies for developing and improving these skills. In this pilot study, we investigate the feasibility of using students’ freehand sectional view drawings to measure their initial and developing spatial skills in a semester-long engineering design graphics course. Participants included 121 junior-level students (M = 98, F = 23). Preliminary results show moderate-to-strong positive correlations between drawing accuracy and performance on two spatial thinking tests: the Purdue Spatial Visualization Test (PSVT:R), and Santa Barbara Solids Test (SBST).
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Maani, Leila, and Nina Reeves. "Encouraging the Acquisition of Drawing Skills in Game Design: A Case Study." In Electronic Visualisation and the Arts (EVA 2012). BCS Learning & Development, 2012. http://dx.doi.org/10.14236/ewic/eva2012.43.

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Cham, Jorge G., and Maria C. Yang. "Does Sketching Skill Relate to Good Design?" In ASME 2005 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2005. http://dx.doi.org/10.1115/detc2005-85499.

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Sketching is an activity that takes place throughout the engineering design process, and is often linked to design cognition. This preliminary study identifies different skills that contribute to a designer’s sketching ability and explores how those skills might be related to sketch fluency and design outcome. A positive correlation was found between the quantity of sketches produced and sketch skills that emphasize drawing facility, but a negative correlation was found between sketch quantity and a skill related to mechanism visualization. Sketching is sometimes considered a generic skill, but this study suggests that there are differences among the different types of sketching skills in the context of engineering design. No notable relationship was found between sketching ability and design outcome. Results also suggest that students provided with explicit instruction in sketching tended to draw more overall, although there are likely many other factors involved.
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Kadam, Kapil, and Sridhar Iyer. "Impact of Blender Based 3D Mental Rotation Ability Training on Engineering Drawing Skills." In 2015 IEEE 15th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2015. http://dx.doi.org/10.1109/icalt.2015.70.

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Zorn, Stefan, and Kilian Gericke. "Development of Spatial Abilities in Engineering Education: An Empirical Study of the Influence of Visualisation Media." In ASME 2020 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/detc2020-22428.

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Abstract Spatial ability is one of the critical components of human intelligence. It has been proven that it is particularly crucial for success, especially in engineering, where interpreting views of an object presented by drawings, visualizing parts, or manipulating geometry in CAD are fundamental skills. Research has confirmed that spatial skills can be improved through instruction and teaching, for example, sketching and technical drawing, which are also included in the basic engineering classes. This study tested the hypothesis that the development of spatial skills during the fundamental design engineering class can be positively influenced due to the use of different visualization media for sketching and technical drawing tasks, whereas the used visualization media offer varying possibilities of interaction. Seventy students were pre- and post-tested with the Mental Rotation Test. All participants received the same training during the class but were given individual tasks with varying media. The analysis revealed a significant increase in mental rotation performance for all participants throughout the semester with a big effect size. Moreover, the mean performance improvement differed considerably depending on the visualization media and its offered interaction possibilities.
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Reports on the topic "Drawing skills"

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Sanz, E., P. Alonso, B. Haidar, H. Ghaemi, and L. García. Key performance indicators (KPIs). Scipedia, 2021. http://dx.doi.org/10.23967/prodphd.2021.9.002.

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The project “Social network tools and procedures for developing entrepreneurial skills in PhD programmes” (prodPhD) aims to implement innovative social network-based methodologies for teaching and learning entrepreneurship in PhD programmes. The multidisciplinary teaching and learning methodologies to be developed will enable entrepreneurship education to be introduced into any PhD programme, providing students with the knowledge, skills, and motivation to engage in entrepreneurial activities. However, the use of the output of the project will depend on the nature and profile of the research or scientific field. In this context, key performance indicators (KPIs) form the base on which the quality and scope of the methodologies developed in the project will be quantified and benchmarked. The project’s final product will be an online tool that higher education students can use to learn entrepreneurship from a social network perspective. Performance measurement is one of the first steps of any project and involves the choice and use of indicators to measure the effectiveness and success of the project’s methods and results. All the KPIs have been selected according to criteria of relevance, measurability, reliability, and adequacy, and they cover the process, dissemination methods, and overall quality of the project. In this document, each KPI is defined together with the units and instruments for measuring it. In the case of qualitative KPIs, five-level Likert scales are defined to improve indicator measurability and reliability. The KPIs for prodPhD are divided into three main dimensions, depending on the stage of the project they evaluate. The three main dimensions are performance and development (which are highly related to the project’s process), dissemination and impact (which are more closely correlated with the project’s output), and overall project quality. Different sources (i.e., European projects and papers) have been drawn upon to define a set of 51 KPIs classified into six categories, according to the project phase they aim to evaluate. An Excel tool has been developed that collects all the KPIs analysed in the production of this document. This tool is shared in the Scipedia repository.
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