Date of Award

1990

Document Type

Thesis

Publisher

Edith Cowan University

Degree Name

Bachelor of Education Honours

School

School of Education

Faculty

Western Australian College of Advanced Education

First Supervisor

Brian Hutchison

Second Supervisor

John Woods

Third Supervisor

Tony Monk

Fourth Supervisor

Bev Cook

Abstract

Drawing is a fundamental skill for the creation of art. This investigation set out to discover whether or not the application of verbalization to an efficient drawing strategy increased students' perceptual observation skills to enhance representational drawing ability. The study group consisted of 20 Year 8 art students from a northern suburbs coastal secondary school in Perth. Their ages ranged from 12 to 14 years. They were randomly divided into two groups, experimental and control. The pretest and posttest drawings of the students from both groups were analyzed by four expert judges using an evaluation guide to determine the accuracy of the drawings. The design of the study followed an experimental pretest, posttest fonnat. It was conducted over a 3-week period. The conclusions are based on the outcome of six lessons. Lesson I (the pretest) and lesson 6 (the posttest) involved the students drawing from a clothed live mndel, using graphite pencil on cartridge paper. The control group was treated in the same way as any other year eight class during the teaching of a figure drawing strategy. The experimental group was encouraged and expected to verbalize (talk through their actions and thoughts) during all stages of learning this same figure drawing strategy. The structure for this study is based on work done by Boughton (1973). Data was analyzed using instruments developed by Boughton to collect information relating to the alternative drawing strategies under investigation. T-tests were used to compare the posttest drawings of both the experimental and control groups. These comparisons revealed that both groups improved their drawing performances significantly between the pretest and the posttest. As there was no significant difference between the posttest scores of both groups the present study did not find that verbalization significantly improves drawing performances. Further study in relating verbalization to the teaching of drawing to inexperienced students is required before more conclusive evidence supporting or disproving this hypothesis can be determined.

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