Scratching the Surface: Learning Styles, Training and the Acquisition of High-level Representational Drawing Ability

Accurate representational drawing is a complex skill which underpins performance in many branches of the visual arts. Research suggests that expertise typically is acquired as a result of deliberate practice and a flexible approach to learning strategies. The current study investigated how, in art students, differences in the acquisition of observational drawing skill could be characterised using domain-general expertise accounts. A cohort of undergraduate and postgraduate art students (n=682) completed questionnaires about self-perceived artistic abilities, personality and approaches to learning. A subset completed tasks of actual drawing ability (n=301), the Rey-Osterrieth Complex Figure (ROCF) test and a performance IQ test. Actual drawing ability related to time spent drawing and drawing techniques, with additional independent predictive effects of both the copying and delayed ROCF test. Effects of personality were mainly mediated via learning styles, with surface learners spending more time drawing, learning fewer techniques and acquiring a lower level of actual skill. Deep learners learned more drawing techniques, and strategic (achieving) learners acquired a higher level of drawing skill overall. The resulting model of drawing ability development has the potential to be generalised over a range of creative and non-creative domain

Drawing on the right side of the brain: a voxel-based morphometry analysis of observational drawing

Structural brain differences in relation to expertise have been demonstrated in a number of domains including visual perception, spatial navigation, complex motor skills and musical ability. However no studies have assessed the structural differences associated with representational skills in visual art. As training artists are inclined to be a heterogeneous group in terms of their subject matter and chosen media, it was of interest to investigate whether there would be any consistent changes in neural structure in response to increasing representational drawing skill. In the current study a cohort of 44 graduate and post-graduate art students and non-art students completed drawing tasks. Scores on these tasks were then correlated with the regional grey and white matter volume in cortical and subcortical structures. An increase in grey matter density in the left anterior cerebellum and the right medial frontal gyrus was observed in relation to observational drawing ability, whereas artistic training (art students vs. non-art students) was correlated with increased grey matter density in the right precuneus. This suggests that observational drawing ability relates to changes in structures pertaining to fine motor control and procedural memory, and that artistic training in addition is associated with enhancement of structures pertaining to visual imagery. The findings corroborate the findings of small-scale fMRI studies and provide insights into the properties of the developing artistic brain

Art students who cannot draw: exploring the relations between drawing ability, visual memory, accuracy of copying and dyslexia

This article in the journal of the American Psychology Association is the culmination of research resulting from collaborative inquiry into the question: is there a relationship between art students’ drawing ability and factors such as dyslexia, mathematical ability or personality traits, and could these relationships inform strategies for the teaching of drawing to art students of mixed abilities? A cross-disciplinary team was formed, including two psychologists (McManus, UCL and Brunswick, Middlesex Univ.), two PhD students (Chamberlain and Loo, UCL), Rankin, coordinator for dyslexic students at the RCA , and Riley. The objective is to design pedagogical strategies for the teaching of drawing to art students who would otherwise be excluded from developing best practice through traditional teaching techniques which do not take into consideration the wide range of psychological and cognitive conditions exhibited by art school student cohorts. An early research output explored the relationship between drawing ability and dyslexia: Riley and Rankin, ‘Exploring the Link between Drawing and Dyslexia’ in BODDINGTON, A. and CLEWS, D. (eds.) 2007 Teachers’ Academy Papers: European League of Institutes of Art. Brighton: University of Brighton. pp100-104. ISBN 978-1-905593-07-1. A presentation ‘Widening Participation in the Practice of Drawing’ at the 2nd Annual Conference of the National Arts Learning Network, London, February 2008 proposed an eight-step teaching strategy based upon research addressing problems faced by dyslexics in the structuring of visual information, and this was developed in ‘Inclusive Practice: Researching the Relationships between Dyslexia, Personality and Art Students’ Drawing Ability’. Proceedings of the Include 2009 Conference. London: RCA. ISBN 978-1-905000-80-7 Available at: http://include09.kinetixevents.co.uk/4dcgi/prog. More recent research has identified a correlation between drawing ability and mathematical ability: ‘Inclusive Practice: Researching the Relationship between Maths Ability and Drawing Ability in Art Students’. In Proceedings of the Include 2011 Conference. London:RCA. ISBN 978-1-907342-29-5. Available at: http://include11.kinetixevents.co.uk/4dcgi/prog

The Prevalence of Specific Learning Difficulties in Higher Education: A Study of UK Universities Across 12 Academic Years

Specific learning and attention difficulties are often first identified in childhood but they can cause lifelong academic and occupational challenges. We explored the prevalence of these difficulties and the representation of sex and ethnicity amongst all first-year students in UK higher education across 12 years– almost 5.7 million students –and compared course preferences and University destinations of those with and without difficulties. Students declaring learning/attention difficulties were more likely to be White or of Mixed ethnicity and least likely to be Asian. They were more likely to attend specialist HE institutions or newer universities, and more likely to study courses in creative arts and design, agriculture and architecture than law, languages, computer science and mathematical sciences. The number of students declaring difficulties has increased year on year, in actual terms and as a proportion of the student body, suggesting that efforts to increase diversity and inclusion have been successful. However, differences remain between students with and without learning/attention difficulties in terms of ethnicity, subjects studied, and HE institutions attended, so more needs to be done to identify and address reasons for this. While this paper reports data from UK students, it addresses an international question and invites similar explorations of other national datasets

A 3-Year Randomized Clinical Trial of MiSight Lenses for Myopia Control

SIGNIFICANCE: Results of this randomized, double-masked clinical trial demonstrate the effectiveness of the MiSight soft contact lens in slowing myopia progression over multiple years. PURPOSE: The purpose of this study was to quantify the effectiveness of MiSight daily disposable soft contact lens in slowing the progression of juvenile-onset myopia. METHODS: Myopic children (spherical equivalent refraction, -0.75 to -4.00 D; astigmatism, <1.00 D) aged 8 to 12 years with no prior contact lens experience were enrolled in a 3-year, double-masked, randomized clinical trial at four investigational sites in four countries. Subjects in each group were matched for age, sex, and ethnicity and were randomized to either a MiSight 1-day contact lens (test) or Proclear 1-day (control; omafilcon A) and worn on a daily disposable basis. Primary outcome measures were the change in cycloplegic spherical equivalent refraction and axial length. RESULTS: Of the subjects enrolled, 75.5% (109/144) completed the clinical trial (53 test, 56 control). Unadjusted change in spherical equivalent refraction was -0.73 D (59%) less in the test group than in the control group (-0.51 ± 0.64 vs. -1.24 ± 0.61 D, P < .001). Mean change in axial length was 0.32 mm (52%) less in the test group than in the control group (0.30 ± 0.27 vs. 0.62 ± 0.30 mm, P < .001). Changes in spherical equivalent refraction and axial length were highly correlated (r = -0.90, P < .001). Over the course of the study, there were no cases of serious ocular adverse events reported. Four asymptomatic corneal infiltrative (one test, three control) events were observed at scheduled study visits. CONCLUSIONS: Results of this clinical trial demonstrate the effectiveness of the MiSight daily disposable soft contact lens in slowing change in spherical equivalent refraction and axial length

Talking the line: inclusive strategies for the teaching of drawing

The article reports on a series of drawing workshops held at the Royal College of Art (RCA), London, which tested an original pedagogical strategy designed to help dyslexic and/or dyspraxic art and design students who had reported difficulties with their abilities to make accurate representational drawings. A group of non-dyslexic/dyspraxic RCA students volunteered as control group, and both cohorts completed three days of workshops in the Drawing Studio of the RCA. Results of recorded interviews eliciting student observations as they drew, and a questionnaire in the form of a Likert scale, administered before and after the workshop, indicate positive shifts in both cohorts’ attitudes towards specific aspects of the stages involved in the production of accurate representational drawings of still-life set-ups, the human skeleton and the clothed life-model. Assessment of the drawings produced indicates positive shifts in the two cohorts in geometric accuracy and other qualitative criteria embedded in the teaching strategy such as control of scale, proportion and illusions of depth. Both cohorts displayed similar positive attitude shifts and both sets of drawings indicated similar positive shifts in visual qualities. An interim conclusion posits that the pedagogical strategy appears to enhance the abilities of both dyslexic/dyspraxic students and non-dyslexic/dyspraxic students to make accurate representational drawings. This result correlates closely with the findings of an earlier, prototype workshop held at the RCA in July 2012. It is suggested that similar pedagogically inclusive strategies might produce positive results in the context of secondary schools as part of a more inclusive curriculum

Six years of wearer experience in children participating in a myopia control study of MiSight® 1 day

Purpose: To evaluate the experience of children wearing soft contact lenses (CLs) during a trial of MiSight® 1 day (omafilcon A, CooperVision, Inc.), a dual-focus myopia-control daily disposable CL. Methods: A 3-year, double-masked, randomised trial (Part 1) comparing experiences with MiSight 1 day and a single-vision control (Proclear® 1 day, omafilcon A, CooperVision, Inc.) of neophyte, myopic children (ages 8–12). Treatment (n = 65) and control (n = 70) participants received lenses at sites in Canada, Portugal, Singapore, and the UK. Successful participants completing Part 1 were invited to continue for a further 3 years wearing the dual-focus CL (Part 2), and 85 participants completed the 6-year study. Children and parent questionnaires were conducted at baseline, 1 week, 1 month, and every 6 months until the 60-month visit, with children only also completing questionnaires at 66 and 72 months. Results: Throughout the study, children reported high satisfaction with handling (≥89% top 2 box [T2B]), comfort (≥94% T2B), vision (≥93% T2B for various activities), and overall satisfaction (≥97% T2B). Ratings for comfort and vision were not significantly different between lens groups, visits, or study parts and did not change when children switched to dual-focus CLs. Ratings for ‘really easy’ or ‘kind of easy’ application improved from the outset for the neophytes (57% at 1-week follow-up and 85% at 1-month follow-up) and remained high throughout the study (visit: P = 0.007; part: P = 0.0004). Overall satisfaction improved in Part 2 (P = 0.04). Wearing times increased in Part 2 (14 vs. 13 hrs/weekday; 13 vs. 12 hrs/day on weekends; P < 0.001); there were no differences between groups. Conclusions: Children adapted rapidly to full-time wear, rated lenses highly, and rarely reported issues. The dual-focus optics included in the MiSight® 1 day lenses successfully achieved myopia control without lowering subjective ratings when fitted to neophytes or children refitted from single-vision CLs