Journal articles: '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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Binyamin, Binyamin, Muhammad Noor Asnan, Bagas Bayu Prasetyo, and Daniel Flawijaya Ledau. "Program Pelatihan Gambar Teknik Menggunakan Aplikasi AutoCAD di SMK Muhammadiyah 3 Samarinda." Jurnal Pesut : Pengabdian untuk Kesejahteraan Umat 2, no. 1 (September 21, 2020): 52–61. http://dx.doi.org/10.30650/jp.v2i1.442.

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Vocational students need some skills that will be used when students finish their studies at school. One of the expected skills is the ability to draw using the AutoCAD program. Where the final ability is expected of the students will be able to create engineering drawings in the form of 2-D models. The purpose of the training program is to develop and improve the technical drawing skills of the XII class students in using the AutoCAD program. Therefore, the students of class XII SMK have the ability to draw machine components and other engineering drawings in 2-D format. The method used in this training program through pre-test instrument, AutoCAD module, discussion, display through slide how to make machine image in 2-D formats and practice how to make the engineering drawing then evaluated with post-test. The result of this program is the improvement of the ability of grade XII students in drawing machine components and other engineering drawings in 2-D format.

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Rawstrone, Annette. "Drawing and painting." Early Years Educator 21, no. 7 (November 2, 2019): S16. http://dx.doi.org/10.12968/eyed.2019.21.7.s16.

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Drawing chalk pictures on the ground, painting fences with water and even leaving smudged fingerprints on the wall are all examples of children experimenting with mark making. Find out how you can encourage them to push their skills further.

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Al-Johany, Sulieman, Maan AlShaafi, Mohammed Bin-Shuwaish, Faleh Alshahrani, Abdulfatah Alazmah, Sami Aldhuwayhi, and Nassr AlMaflehi. "Correlation between Handwriting, Drawing Skills and Dental Skills of Junior Dental Students." Journal of Contemporary Dental Practice 12, no. 5 (2011): 327–32. http://dx.doi.org/10.5005/jp-journals-10024-1054.

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ABSTRACT Learning fine motor skills is a pre-requisite for succeeding in dental practice and it is sometimes challenging for dental students. Most of the methods used in the selection process depend on evaluation of intellectual ability or structured interview while manual competence is not. However, no test on aptitude or manual dexterity is used as criteria. Objective The purpose of the present study intended to evaluate the fine motor skills of beginning dental students which could in turn be used as a method of selection of students for the dental degree admission process. Materials and methods A study was conducted among 71 second year dental students at College of Dentistry, King Saud University in Riyadh. A test composed of three parts, writing an answer for a question in four lines, drawing a picture of a smile and doing a class 1 amalgam preparation on a plastic molar tooth. The students were evaluated based on their handwriting, basic drawing skills and their skills in performing the tooth preparation by experts in each fields following certain criteria. Results The results showed a significant correlation between writing and drawing skills and dental skills of the student with p < 0.001. Conclusions The results of the current study support the use of the writing or drawing test as one of the test used for the applicants for dental school admission. However, the value given to such test in the selection of students needs further investigations and consensus. How to cite this article Al-Johany S, AlShaafi M, Bin-Shuwaish M, Alshahrani F, Alazmah A, Aldhuwayhi S, AlMaflehi N. Correlation between Handwriting, Drawing Skills and Dental Skills of Junior Dental Students. J Contemp Dent Pract 2011; 12(5):327-332.

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Sharma, G. V. S. S., J. Raja Murugadoss, and V. Rambabu. "Fostering Higher Order Thinking Skills in Engineering Drawing." Journal of Engineering Education Transformations 34, no. 1 (July 1, 2020): 28. http://dx.doi.org/10.16920/jeet/2020/v34i1/148359.

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Horovitz, Ellen G. "Silver Drawing Test of Cognitive and Creative Skills." Art Therapy 2, no. 1 (March 1985): 44. http://dx.doi.org/10.1080/07421656.1985.10758782.

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Harwood, Doug, and Margaret Usher. "Assessing Progression in Primary Children's Map Drawing Skills." International Research in Geographical and Environmental Education 8, no. 3 (October 1999): 222–38. http://dx.doi.org/10.1080/10382049908667613.

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Wango, Kamau. "Exploration of Human Figure Drawings Using Charcoal Pencil - Analysis of Post-Graduate Drawings by Zephania Lukamba." International Journal of Advanced Research 3, no. 1 (March 24, 2021): 55–71. http://dx.doi.org/10.37284/ijar.3.1.306.

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Human figure drawing is undertaken and ultimately used for a number of purposes. Artists use it to continually sharpen their skills in order to apply it in the execution of their work in artistic disciplines that pertain to self-expression. Students and other groups as well as individuals embark on human figure drawing in order to acquire and horn their skills for purposes of artistic development that is then applied ultimately to their respective artistic endeavours. However, the drawing and acquisition of skills is a process and people render their human figure drawings to different levels of success and finesse at any given stage. In this process, one draws human figures using certain prescribed guidelines. It is expected that as one works within this process, particularly in a formal learning environment like studio-based work, following these guidelines become essential and helpful in attaining a proportional and accurate human figure drawing. In analysing the featured work executed on toned paper, this paper seeks to determine the extent to which the artist applies the basic tenets of human figure drawing and whether the drawings themselves attain this threshold. The analytical framework includes the depiction of correct proportions, the study of gestures, the suggestion of movement and application of value. Within the development of personal style, the artist specifically explores the effect of charcoal pencil on toned paper as his medium of choice. His methodology includes the application of a variety of tones and the use of focused illumination upon pertinent areas in the drawings to create deliberate effects that highlight the drawings, enhance gestures, suggest movement and add dynamism to the drawings. The drawings include photograph referenced male and female figures as well as separate studies of hands and feet

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Sari, Minda, Ardipal, and Dr Budiwirman. "The Development of a Drawing Skills Training Model for Early Childhood Teachers." International Journal of Management and Humanities 5, no. 4 (December 15, 2020): 60–64. http://dx.doi.org/10.35940/ijmh.d1201.125420.

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One of the activities that can be done in improving the quality of Early Childhood or in Indonesia we called PAUD teachers is through drawing training. Teachers really need this skill training. Based on the results of interviews with a number of PAUD teachers in Padang City, it is known that PAUD teachers have very minimal drawing skills. Their students also really need drawing activities as a means and effort to foster creativity in fine arts. Drawing skills are a much-preferred area for developing children's spatial skills. Thys type of research was a Research and Development (R&D) using instructional Model of ADDIE. This model encompassed of five phases, such as Analisys Phase, Design Phase, Development Phase, Implementation Phase, and Evaaluation Phase. The pictures are designed to train the teacher's hands in drawing, thereby making the teacher's wrists flexible. A flexible wrist makes for an attractive and creative image. Besides that, the pictures are designed to give the teacher a sensation when holding a pencil and scratching it onto the drawing paper.

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Graham, Mark, and Fidalis Buehler. "Figure drawing and alternate narratives of artistic mastery." Drawing: Research, Theory, Practice 6, no. 1 (April 1, 2021): 171–87. http://dx.doi.org/10.1386/drtp_00058_1.

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Figure drawing is a rich and problematic context for exploring drawing conventions with many connections to contemporary art and visual culture. The human figure can inspire students to more fully develop their own artistic practice and to critically engage with contemporary art and visual culture. Representations of the human body in art and visual culture are also relevant to important issues in the lives of students. Figure drawing has a long history associated with technical skills, ideas about mastery and the artist’s training. Skill, knowledge and drawing techniques, when combined with critical conversations about representing the human body, provide rich topics for discussion and reflection. How the human form is dressed, undressed and depicted in art and popular visual culture reflects vital issues about gender, race, identity, beauty, compliance and agency. This paper describes a range of different methods to give the skills associated with drawing the human form context within contemporary issues and to disrupt conventional and uncritical approaches.

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Skorobogatova, O. "ARTISTIC EMBROIDERY AS A FACTOR OF INTERDISCIPLINARY RELATIONS BETWEEN THE DESIGN AND ARTISTIC MODELING OF CLOTHING." EurasianUnionScientists 1, no. 11(80) (December 14, 2020): 31–36. http://dx.doi.org/10.31618/esu.2413-9335.2020.1.80.1091.

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This article discusses the main aspects of intersubject relations of the subject "Modeling and artistic design of clothing" with special disciplines of professional training of bachelors in the field of artistic embroidery – such as" Performing skills in artistic embroidery"," Improving skills in artistic embroidery"," Technology and materials science"," Technical drawing"," General composition"," Design"," Academic painting"," Decorative painting"," Academic drawing"," Decorative drawing","color Science and coloristics". Attention is drawn to the fact that the work programs of academic subjects based on interdisciplinary connections affect the development of independence, conscious activity, and cognitive interests of students.

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Porath, Marion. "A Developmental Model of Artistic Giftedness in Middle Childhood." Journal for the Education of the Gifted 20, no. 3 (April 1997): 201–23. http://dx.doi.org/10.1177/016235329702000302.

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Artistic giftedness in 4-, 6-, 8-, and 10-year-olds was investigated from a neo-Piagetian perspective, which articulates the increasingly complex structures for representing spatial relations in drawing during middle childhood. Composition, color use, and competence in human-figure drawing also were studied. Gifted young artists structured the spatial relations in their drawings, composed their drawings, and used color in a fashion similar to average children. However, they often used these variables in a flexible way, resulting in distinctive drawings. Their drawings were distinguished by graphic competence and the degree of elaboration in their human figures, skills that appear to be less constrained by developmental factors. Artistic giftedness may be demonstrated by the flexible and elaborate way in which gifted young artists use their structural capabilities and by their advanced mastery of specific artistic skills.

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Zhang, Jie, and Bo Zhang. "The Application of Computer Software Microsoft Office Word in Sports Drawings." Applied Mechanics and Materials 513-517 (February 2014): 2253–56. http://dx.doi.org/10.4028/www.scientific.net/amm.513-517.2253.

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In this paper the author introduced the application of Word drawing function in sports drawing, the function and skills of common drawing tools, and solved the stubborn problems in writing teaching plan and class by drawing ground device, queue type, teaching organization, and sports human body in practical examples. In this way, the study difficulty level was reduced, the time spent in mastering actions was shortened, the teaching effect and quality was greatly promoted, the application of computers in sports teaching was propagated, and the teaching patterns of sports drawings were enriched.

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Xu, Hui. "Distinguishing Hand Drawing Style Based on Multilevel Analytics Framework." Wireless Communications and Mobile Computing 2020 (December 5, 2020): 1–10. http://dx.doi.org/10.1155/2020/8845932.

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Hand drawing is an indispensable professional skill in the fields of environmental design, industrial design, architectural engineering, civil engineering, and other engineering design education. Students usually imitate masterpieces to practice basic skills, which is an important link for a beginner. A system for digital management requires a function for an automatic recommendation task of different brushwork skill expressions. Thus, the classification method for brushwork is to combine hand-crafted features generated by DCNN and then use the final features for input to a tree structure classification scheme. The method improvement of the other deep learning models has effectiveness in distinguishing art ontology attributes.

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Panjaitan, Keysar, Abdul Hasan Saragih, and Saut Purba. "PENGEMBANGAN MEDIA PEMBELAJARAN BERBASIS GENERIC GREEN SKILL IN PROJECT BASED LEARNING PADA MENGGAMBAR TEKNIK BERBANTUAN CAD." JURNAL TEKNOLOGI INFORMASI & KOMUNIKASI DALAM PENDIDIKAN 7, no. 2 (December 2, 2020): 203. http://dx.doi.org/10.24114/jtikp.v7i2.23247.

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Abstrak: Penelitian ini bertujuan: (1) menghasilkan media pembelajaran generic green skill based learning pada project based learning pada mata kuliah menggambar teknik berbantuan CAD, (2) Mengetahui keefektifan media pembelajaran generic green skill based learning pada project based learning pada mata kuliah menggambar teknik berbantuan CAD. Penelitian ini menggunakan metode Research and Development yang diusulkan dengan model Borg & Gall. Subjek penelitian adalah mahasiswa Jurusan Pendidikan Teknik Mesin Universitas Negeri Medan yang ditinjau oleh ahli desain dan ahli materi. Uji coba dilakukan dengan uji coba individu, uji coba kelompok kecil, dan uji coba lapangan, serta uji keefektifan model pembelajaran dengan membandingkan hasil kelompok eksperimen dengan kelompok kontrol. Analisis menggunakan analisis deskriptif pada setiap tahap pengembangan dan dilanjutkan dengan analisis statistik uji-t untuk mengetahui keefektifan media Pembelajaran Berbasis Keterampilan Hijau Generik dalam Pembelajaran Berbasis Proyek dengan Menggunakan CAD dalam Keterampilan Menggambar Teknis untuk meningkatkan hasil belajar siswa. Hasil penelitian menunjukkan bahwa media Pembelajaran Keterampilan Hijau Generik dalam Pembelajaran Berbasis Proyek dengan Menggunakan CAD dapat dinyatakan layak untuk diterapkan dan unggul ditinjau dari aspek pembelajaran, materi, dan media; media Pembelajaran Keterampilan Hijau Generik dalam Pembelajaran Berbasis Proyek dengan Menggunakan CAD efektif untuk meningkatkan hasil belajar siswa pada Keterampilan Menggambar Teknik berbantuan CAD. Kata Kunci: media pembelajaran, generic green skill, project based learning, gambar teknik, CAD Abstract: This study aims to: (1) produce generic green skill based learning media in project based learning in CAD-assisted engineering drawing courses, (2) Determine the effectiveness of generic green skill based learning media in project based learning in engineering drawing courses. CAD-assisted. This study uses the Research and Development method proposed by the Borg & Gall model. The research subjects were students of the Department of Mechanical Engineering Education, State University of Medan, who were reviewed by design experts and material experts. The trials were carried out by individual trials, small group trials, and field trials, as well as testing the effectiveness of the learning model by comparing the results of the experimental group with the control group. The analysis uses descriptive analysis at each stage of development and is followed by t-test statistical analysis to determine the effectiveness of Generic Green Skills-Based Learning media in Project-Based Learning by Using CAD in Technical Drawing Skills to improve student learning outcomes. The results showed that the Generic Green Skills Learning media in Project-Based Learning Using CAD can be declared feasible and superior in terms of the aspects of learning, material, and media; Learning media for Generic Green Skills in Project-Based Learning using CAD is effective to improve student learning outcomes on CAD-assisted Technical Drawing Skills. Keywords: learning media, generic green skills, project based learning, engineering drawings, CAD

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Rumble, Esther, and Renata Whurr. "An Investigation into the Drawing Skills of Aphasic Adults." International Journal of Language & Communication Disorders 33, S1 (January 1998): 218–23. http://dx.doi.org/10.3109/13682829809179426.

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Company, Pedro, Manuel Contero, Ana Piquer, Nuria Aleixos, Julian Conesa, and Ferran Naya. "Educational software for teaching drawing-based conceptual design skills." Computer Applications in Engineering Education 12, no. 4 (2004): 257–68. http://dx.doi.org/10.1002/cae.20023.

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Kumar, Naveen, and Shruti Patel. "Good Drawing Skills in Plastic Surgery: An Indian Perception." Indian Journal of Plastic Surgery 54, no. 02 (April 2021): 248–49. http://dx.doi.org/10.1055/s-0041-1730843.

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Tan, Xiyuan. "Speed, subjectivity and visual conventions in ethnographic reportage drawings." Drawing: Research, Theory, Practice 6, no. 1 (April 1, 2021): 153–70. http://dx.doi.org/10.1386/drtp_00057_1.

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Reportage drawing is a way of visual journalism and records opinions as well as observation. In ethnographic fieldwork, reportage drawing has been used as a method of visually documenting ethnographic discoveries. The question is: what are the most significant skills that a reportage drawing artist need to effectively document visual materials? This paper proposes three important skills: speed-drawing, understanding of subjectivity, and appropriate use of conventions. Speed-drawing is essential for on-location settings to help quickly capture important aspects of moving subjects. Understanding the influence of subjectivity is important in an ethnographic setting, as it helps the artist to realize what cultural characteristics are valuable from their point of view so they can quickly decide what to record and what to omit in a fast-paced reportage setting. Applying conventions makes it easier to translate three-dimensional scenes into two-dimensional drawings and can also be used to add more information, but needs to be used wisely to avoid loss of crucial visual data. With practice-based research as core methodology, this project justifies the proposed argument with the analysis of my own reportage drawing practice, including both the process and the outcome.

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Trausch, Patricia. "Student Drawing." Nurse Educator 28, no. 2 (March 2003): 58–60. http://dx.doi.org/10.1097/00006223-200303000-00004.

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Nickson, Dennis, Robin Price, Hazel Baxter-Reid, and Scott A. Hurrell. "Skill requirements in retail work: the case of high-end fashion retailing." Work, Employment and Society 31, no. 4 (December 1, 2016): 692–708. http://dx.doi.org/10.1177/0950017016672791.

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This article considers skill requirements in retail work, drawing on the example of high-end fashion retailing. It considers debates about the required ‘soft’ and ‘hard’ elements of skill for such work. Drawing on Cockburn’s typology – skill residing in the worker; in what is required to perform a job; and as a socially constructed political concept – it seeks to offer a more nuanced discussion of the nature of skills in retail work beyond the usual characterization of such work as being inherently low skilled. Data are reported from 37 interviews with managers, supervisors and employees in a range of high-end fashion retailing outlets. The article recognizes how this work was seen as skilled by the interviewees, particularly with regard to the desired product knowledge and selling ability required for such work. Lastly, it seeks to refine Cockburn’s typology in understanding skill requirements in retail work.

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Tryphon, Anastasia, and Jacques Montangero. "The Development of Diachronic Thinking in Children: Children's Ideas about Changes in Drawing Skills." International Journal of Behavioral Development 15, no. 3 (September 1992): 411–24. http://dx.doi.org/10.1177/016502549201500308.

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Classical work on the development of time concepts has focused on children's representation of time and reasoning involved in time measures. However, little is known about children's use of time concepts in their explanations of reality. The experiment presented here is concerned with the development of children's diachronic thinking, i.e. the ability to situate an object of knowledge (event, physical object, phenomenon, etc.) within a temporal dimension and to conceive of the changes of this object with time. The experimental situation explores children's understanding and reconstruction of the changes in their drawing abilities with age. A total of 70 children aged 6 to 12 years were asked to draw a human figure and then to produce as many drawings of a human figure as necessary to show how the drawings have changed over the years. They were then asked to sernate 12 human figure drawings produced by other children. The results indicate a progressive construction of diachronic thinking with age. Although children as young as 6 years are able to reason about changes in their drawing abilities, it is only at about 10 years that their reasoning reveals explicit use of diachrony.

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Turgut, Melih, Kürşat Yenilmez, and Pınar Anapa. "Symmetry and rotation skills of prospective elementary mathematics teachers." Bolema: Boletim de Educação Matemática 28, no. 48 (April 2014): 383–402. http://dx.doi.org/10.1590/1980-4415v28n48a19.

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The aim of this study was to investigate the skills and deficiencies of senior university students enrolled in a mathematics education program with the concepts of symmetry and rotation of geometric figures. The study was conducted with 32 prospective teachers in the Department of Education at a public university located in Western Turkey. This descriptive study was designed with a case study. A structured interview technique was used for data collection. A measurement tool consisting of 12 drawing problems testing symmetry (5 problems) and rotation (7 problems) ability was used in the study. Descriptive statistical methods were used for data analysis. The drawings were analyzed individually, and the students' mistakes and deficiencies were categorized. According to the results of the study, prospective elementary mathematics teachers did not have difficulty in drawing the symmetry of an object or in determining the symmetry axis. However, while they could rotate the figure when a rotation axis was provided, they failed to rotate it in the absence of an axis. In addition, prospective elementary mathematics teachers generally failed to find the center of the given rotated figures. The results of the present study were consistent with results in the literature.

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Ellis, David, and William E. Boyd. "Procedural Skills, SketchUp and Vodcasting: Distance Teaching of Design Drawing Skills and Student Learning Autonomy." Creative Education 05, no. 12 (2014): 1106–17. http://dx.doi.org/10.4236/ce.2014.512125.

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Kepceoğlu, İbrahim. "Effect of Dynamic Geometry Software on 3-Dimensional Geometric Shape Drawing Skills." Journal of Education and Training Studies 6, no. 10 (August 17, 2018): 98. http://dx.doi.org/10.11114/jets.v6i10.3197.

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In order to be able to draw accurately and to interpret the drawings properly, the skills of the students' drawing skills and therefore spatial visualization and spatial orientation must be developed. The studies in the literature are mostly concerned with examining the spatial skills of students with various models or investigating the effects of different methods and techniques on the spatial skills of students. For this reason, the effect of dynamic geometry software on the three-dimensional shapes of elementary school mathematics teacher candidates has been examined in this study. The mixed method research paradigm is chosen as the methodology of this study. This research involves two parts: the first is, under quantitative paradigm, the true experiment and the second is, under qualitative paradigm, case study. In the true experimental design. 30 pre-service elementary mathematic teachers are divided randomly into two groups as control and experiment group. 15 pre-service teachers in the experiment group participated to the Cabri 3D Plus workshop for 3 weeks. According to the results of the research, it is revealed that the candidates of the Cabri 3D program have an effect on the drawing of three dimensional geometric shapes.

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SOILEVUO GRØNNERØD, JARNA, and CATO GRØNNERØD. "Are large drawings signs of psychological expansion or effects of drawing skills? A critical evaluation of Wartegg drawing size categories in a Finnish sample." Scandinavian Journal of Psychology 51, no. 1 (February 2010): 63–67. http://dx.doi.org/10.1111/j.1467-9450.2009.00729.x.

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Senese, Vincenzo Paolo, Isa Zappullo, Chiara Baiano, Pierluigi Zoccolotti, Marianna Monaco, and Massimiliano Conson. "Identifying neuropsychological predictors of drawing skills in elementary school children." Child Neuropsychology 26, no. 3 (August 8, 2019): 345–61. http://dx.doi.org/10.1080/09297049.2019.1651834.

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Wango, Kamau. "Drawing with my Students’ – Development of Clothed Life Drawings among University Fine Art Students. Analysis of Selected Drawings by Second Year Students at Kenyatta University." East African Journal of Arts and Social Sciences 3, no. 1 (March 9, 2021): 43–69. http://dx.doi.org/10.37284/eajass.3.1.291.

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Students of Fine Art are introduced to drawing in their first year and human figure drawing in their second year. It is presumed that they have already had some element of earlier exposure in other levels of prior studies. The objective of human figure drawing or life drawing is to get the students to a level of applied skill where they can be able to draw and utilize their skill in other aspects of self-expression in other disciplines of Art. This is because life drawing is a fundamental requirement in all disciplines of art from basic sketching to detailed paintings. This paper examines selected work of students to determine the extent to which they are able to achieve this objective within the unit prescribed duration of one semester. The paper also seeks to determine whether the work produced meets the standard of drawing required at this level which then enables the students to subsequently embark on other units of drawing moving forward. This is critical since they are required to apply their life drawing skills in other units as a matter of routine individual expression. In this regard, if they are required to draw or paint an imaginative composition, they would be expected to depict human figures which not only fit within the composition and are well executed but also express the students’ ability to interpret themes and formulate subject matter. For the purpose of these exercises and in order to focus solely on the objectives of human figure composition and detailed development, the students were confined to the use of pencil for the layout, shading and detailing of their work. This is because pencil provides a wide range of manoeuvre for this kind of exercise. In this series of drawings, the students used one particular female model which provided them with the opportunity to visually interact with the individual model and be able to study and observe how the life model adjusts to various poses. This was designed to help draw inspiration as well as make the drawing exercises methodical, enjoyable and purposeful.

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Astuti, Desi Puji, Sutopo Sutopo, and Farida Nurhasanah. "An Analysis of Students Geometry Skills with Different Visual-Spatial and Logic-Mathematic Intelligence in Solving the Problem of Solid Plane Geometry." Journal of Mathematics and Mathematics Education 10, no. 1 (June 20, 2020): 19. http://dx.doi.org/10.20961/jmme.v10i1.37732.

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<div class="WordSection1"><p class="BodyAbstract">This paper aims to find out the geometry skills of students with different levels of visual-spatial and logic-mathematic intelligence in solving the problem of solid geometry plane surfaces. It is qualitative descriptive research. Interview and test were employed to get data about students’ geometry skills in solving the problem of solid geometry plane surfaces. To maintain the worthiness of the data, the researcher implemented the time triangulation method. The data analysis comprised of data reduction, data display, and verification. This research used purposive sampling to determine the subjects. The results of this research indicated that the students with low visual-spatial intelligence and low logic-mathematic intelligence had visual skills level 0, the verbal skills did not reach level 0, the logical skills did not reach level 0, drawing skills of subject RR1 was level 0 and subject RR2 did not reach level 0, and applied skills level 1. The students with low visual-spatial intelligence and high logic-mathematic intelligence had visual skills level 0, verbal skills level 2, logical skills level 1, drawing skills level 1, and applied skills level 1. The students with high visual-spatial intelligence and low logic-mathematic intelligence had visual skills level 0, verbal skills level 2, logical skills level 0, drawing skills level 0, and applied skills level 1. The students with high visual-spatial intelligence and high logic-mathematic intelligence had visual skills level 0, verbal skills level 2, logical skills level 1, drawing skills level 1, and applied skills level 1..</p></div>

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Kalinowska, Małgorzata. "Florilegium of Fortunata Obrąpalska – iconography of biological diversity in natural phenomena." Biodiversity Research and Conservation 53, no. 1 (March 1, 2019): 1–6. http://dx.doi.org/10.2478/biorc-2019-0001.

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Abstract Botanical drawings of Fortunata Obrąpalska are an unknown part of work of this eminent Polish artist photographer. In the special collections of the Library of Botanical Garden of Adam Mickiewicz University in Poznań, there are 523 drawings of Fortunata Obrąpalska that she created in the years 1955-1983. The simple Bristol board ink drawing technique depicts in schematic, but at the same time perfect way, plants and natural phenomena like withering of underground plant organs, frost-damaged shoots or impact of wind on plants in coastal areas. The drawings are a proof of her excellent knowledge of natural objects, impressive drawing skills and imagination. They also show this artist’s great sensitivity to beauty.

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Szymczak, Delphine, Kirsten Rassmus-Gröhn, Per-Olof Hedvall, and Charlotte Magnusson. "Dynamic multimodal drawing in school: Exploring technology support of drawing skills development in children with visual impairments." Technology and Disability 31, no. 3 (September 27, 2019): 83–99. http://dx.doi.org/10.3233/tad-190224.

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Nurhayati, Umi, and Siti Burhani. "Kegiatan Menggambar Ekspresi Sebagai Upaya Peningkatan Motorik Halus Anak PAUD." Al-Riwayah : Jurnal Kependidikan 1, no. 1 (April 15, 2021): 205–22. http://dx.doi.org/10.47945/al-riwayah.v1i1.367.

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Students' fine motor skills can be formed through drawing expressions. This drawing activity is very significant to be implemented in PAUD institutions, so many PAUD institutions implement these activities. One of the successful institutions is the PAUD Nurul Kharomah group B Baratan, Patrang District, Jember Regency. The focus of this research is how to improve children's fine motor skills through drawing expressions in PAUD Nurul Kharomah group B Baratan, Patrang District, Jember Regency, 2018-2019 Academic Year ?. To answer this focus, a qualitative research approach is used as a research method with the type of case study research. The results of his research indicate that efforts to improve children's fine motor skills through drawing expressions in PAUD Nurul Kharomah group B are carried out by the teacher explaining the various kinds of God's creations in the picture. Then, the teacher again invites the child to do different drawing activities from before, namely drawing expressions or freely. This activity runs well and optimally at the PAUD institution

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doğru, S. Sunay Yildirim. "RECOGNIZING AND DRAWING EMOTIONAL FACIAL EXPRESSION SKILLS OF MENTALLY RETARDED CHILDREN." Social Behavior and Personality: an international journal 35, no. 9 (January 1, 2007): 1151–62. http://dx.doi.org/10.2224/sbp.2007.35.9.1151.

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This study evaluated the skills of mentally retarded children in recognizing and drawing emotional facial expressions. The study group was made up of 38 mentally retarded students, including 12 girls and 26 boys, who were in three different educational settings: integrated education (mainstreaming program), attending a special lower class, and at a special training school. This research was conducted according to the survey model, and it was found that there was no significant difference between boys and girls in the skills of recognizing and drawing emotional facial expressions p < 0.05. It was also found that the children in integrated education were more successful in recognizing and drawing emotional facial expressions than were the other two groups.

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Mati-Zissi, Heleni, Maria Zafiropoulou, and Fotini Bonoti. "Drawing Performance in Children with Special Learning Difficulties." Perceptual and Motor Skills 87, no. 2 (October 1998): 487–97. http://dx.doi.org/10.2466/pms.1998.87.2.487.

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The present study examined drawings on 5 tasks of 45 dyslexic and 45 nondyslexic children aged 6–9 years old. Children who show low performance in written language and phonological awareness are also expected to get low scores on drawing tasks which require similar skills such as comprehension of difference, coordination of parts in an organized whole, spatial movement, classification or distinction of figures. The present hypotheses were constructed accordingly. Analysis showed that the drawings of the dyslexic participants presented inadequate planning, difficulties in the depiction of contrast, size-scaling and canonicality, lack of details, and stereotypic depiction.

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Schlatter, Erika, Ard W. Lazonder, Inge Molenaar, and Noortje Janssen. "Individual Differences in Children’s Scientific Reasoning." Education Sciences 11, no. 9 (August 27, 2021): 471. http://dx.doi.org/10.3390/educsci11090471.

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Scientific reasoning is an important skill that encompasses hypothesizing, experimenting, inferencing, evaluating data and drawing conclusions. Previous research found consistent inter- and intra-individual differences in children’s ability to perform these component skills, which are still largely unaccounted for. This study examined these differences and the role of three predictors: reading comprehension, numerical ability and problem-solving skills. A sample of 160 upper-primary schoolchildren completed a practical scientific reasoning task that gauged their command of the five component skills and did not require them to read. In addition, children took standardized tests of reading comprehension and numerical ability and completed the Tower of Hanoi task to measure their problem-solving skills. As expected, children differed substantially from one another. Generally, scores were highest for experimenting, lowest for evaluating data and drawing conclusions and intermediate for hypothesizing and inferencing. Reading comprehension was the only predictor that explained individual variation in scientific reasoning as a whole and in all component skills except hypothesizing. These results suggest that researchers and science teachers should take differences between children and across component skills into account. Moreover, even though reading comprehension is considered a robust predictor of scientific reasoning, it does not account for the variation in all component skills.

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Weng, Ting Sheng, and Meng Hui Hsu. "On the Study of Non-Engineering Students Applied Open Source for Learning Graphic Design Skills of Dynamic 3D Motocross Suspension Mechanism." Advanced Materials Research 328-330 (September 2011): 892–95. http://dx.doi.org/10.4028/www.scientific.net/amr.328-330.892.

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The rapid establishment of current technology is dependent on the effective integration of interdisciplinary science. Hence the R & D persons with multiple domain skills are strongly required for most industries. Although, the skills training for students of Vocational-Technical College and general University cannot stratify with the above need for industry. Based on the fact of drawing is the common language of industry, the designer, manufacturer, or quality control and inspection personnel use the language to communicate to each other for solving operational problems. Therefore, the purpose of this work is to train non-engineering students can learn simple mechanical drawing skills and recognize drawings. The training includes using multimedia and 3D graphic technique to write a python (open source language) program for establishing a 3D interactive graphics of a motocross suspension mechanism. As results, the students can transform visual information of the topological structure of a suspension mechanism to the dynamic digital interactive graphic. The results also show this practical technical education and training can improve the ability of non-engineering students to meet the industrial requirements.

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Randoha, Antra. "PROMOTION OF PRE-SCHOOLER INTELLECTUAL AND WRITING SKILLS WITH DRAWING ACTIVITIES." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (July 24, 2015): 589. http://dx.doi.org/10.17770/sie2014vol1.762.

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During the pre-school years, development of balance among intellect, emotions and will is of a great significance. Features forming in child – communication skills and abilities, self-esteem, and speech – cannot develop without intellectual progress. Child, yet not knowing intellect, is willing to be active, study and research, i.e., to challenge own mind, and that takes place trough activities engaging body, objects and physical activities. Psychomotor maturity is one of the indicators of pre-schooler’s development; at this age this phenomenon requires specific attention. It is precondition essential for acquisition of drawing and literacy skills – knowledge irreplaceable when accessing basic education. Drawing facilitates intellectual, emotional, and physical development of child (cognition, feelings, perception, thinking, imagination, will, and emotions).

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Ross, Jonathan H. S. "Drawing: From education to artistic practice." Visual Inquiry 2, no. 1 (March 1, 2013): 71–75. http://dx.doi.org/10.1386/vi.2.1.71_1.

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This report is a self-reflective analysis on my art education and its influences on the drawing skills of a graduate. It relates the influence of teaching on my present drawing practice, which is essentially driven by a mark-making process and not focused on the end result. I aim to show that shifting the focus of drawing practice towards process as a primary action may highlight possible teaching and learning problems in art education, as there is an ever-present emphasis on the end product that is needed in order to be assessed.

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Chesnokova, Anastasiya A., and Mariya A. Kovrova. "Developing the Skill of Semantic Reading in the Process of Drawing up Annotations to Works of Art among Fourth-Graders." Volga Region Pedagogical Search 2, no. 36 (2021): 64–73. http://dx.doi.org/10.33065/2307-1052-2021-2-36-64-73.

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The article deals with the problem of developing the skill of semantic reading in the fourth-graders in the process of making annotations to works of art. The need to develop the skill of semantic reading is confirmed by the requirements of the federal state educational standard of primary general education. The question of the selection of methodological techniques, exercises, forms and means aimed at developing the semantic reading skills of younger schoolchildren remains relevant. The article analyzes the research of domestic scientists and individual teachers-practitioners on the formation of semantic reading skills and on teaching younger students to make annotations in primary school. The authors found that in these studies, there is no relationship between learning to annotate and the development of semantic reading skills. The purpose of the article is to determine the conditions for the development of semantic reading skills in fourth-graders in the process of writing annotations to works of art. To achieve this goal, a pedagogical study was conducted. As a result of the research, a step-by-step program for teaching children to make annotations to read works and a workbook “Learning to make annotations” were developed and experimentally tested. The theoretical significance of the study is to expand the known ideas about the development of the semantic reading skill of primary school students in the process of purposeful teaching them to compose annotations to works of art.

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Cooper, Melanie M., Nathaniel P. Grove, Roy Pargas, Sam P. Bryfczynski, and Todd Gatlin. "OrganicPad: an interactive freehand drawing application for drawing Lewis structures and the development of skills in organic chemistry." Chem. Educ. Res. Pract. 10, no. 4 (2009): 296–301. http://dx.doi.org/10.1039/b920835f.

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Suparjiya, Atifah Hanum, and Nurus Sa'adah. "Drawing Art with Motivational Interviewing to Solve the Social Skills Problems of Teenagers at SMP 1 Wonosari, Gunungkidul, Yogyakarta." Ilomata International Journal of Social Science 2, no. 2 (April 29, 2021): 92–104. http://dx.doi.org/10.52728/ijss.v2i2.211.

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This study aims to look at the effect of drawing art with motivational interviewing in improving adolescent social skills issues at SMP 1 Wonosari. Drawing art as a tool to express problems while motivational interviewing is a step in changing behavior. This research is a quasi-experimental one group pre-test and post-test design, using purposive sampling based on the value of the low category social skills scale with a total of 10 students. Data analysis using SPSS and the Wilcoxon test. Data collection with a scale of social skills, observation, interviews, and documentation. Mean ranks or an average increase of 5.56. The final results using the Wilcoxon test can get the Asymp value. Sig. (2-tailed) of 0.02 <0.05, the hypothesis is accepted meaning that there are differences between social skills from the pre-test and post-test results. It can be concluded that the use of drawing art with motivational interviewing can improve social skills in students in SMP 1 Wonosari.

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Journal articles on the topic 'Drawing skills'

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