Drawing as a Way of Knowing: Visual Practices as the Route to Becoming Academic

Authors

  • Sandra Abegglen London Metropolitan University
  • Tom Burns London Metropolitan University
  • Sandra Sinfield London Metropolitan University

DOI:

https://doi.org/10.31468/cjsdwr.600

Abstract

This case study illustrates what happened when we took a playful approach in a first year undergraduate academic skills module and a graduate Facilitating Student Learning module asking our students to “draw to learn.” We found that they not only enjoyed the challenges we set them, but also that they “blossomed” and approached their academic writing with more confidence and joy. Hence we argue for a more ludic approach to learning and teaching in Higher Education to enable Widening Participation students and their tutors to become the academic writers they want to be. In particular “blind drawing” seems to be a powerful tool for diminishing the fear of failure and for fostering deep understanding as well as self-confidence.

Author Biographies

Sandra Abegglen, London Metropolitan University

Sandra Abegglen is Senior Lecturer and Course Leader BA Hons Education Studies at London Metropolitan University, and is currently teaching on modules promoting peer-to-peer support and experiential learning. Her research interests are in peer mentoring, creative learning and teaching, visual narratives, identity and qualitative research methods. She has written about her teaching practice in a variety of journals and actively participated in creative learning events.

Tom Burns, London Metropolitan University

Tom Burns is Senior Lecturer in Education and Learning Development in the Centre for Professional and Educational Development (CPED) at London Metropolitan University, developing innovations with a special focus on praxes that ignite student curiosity, and develop power and voice. He is co-author of Teaching, Learning and Study Skills: a guide for tutors and Essential Study Skills: the complete guide to success at university (4th Edition). Always interested in theatre and the arts, and their role in teaching and learning, Tom has set up adventure playgrounds, community events and festivals for his local community.

Sandra Sinfield, London Metropolitan University

Sandra Sinfield is Senior Lecturer in the Centre for Professional and Educational Development (CPED) at London Metropolitan University, a co-author of Teaching, Learning and Study Skills: a guide for tutors and Essential Study Skills: the complete guide to success at university (4th Edition), and a co-founder of the Association for Learning Development in Higher Education (ALDHE). Sandra has worked as a laboratory technician, a freelance copywriter, and an Executive Editor (Medicine Digest, circulation 80,000 doctors). With Tom Burns, she has developed theatre and film in unusual places – the Take Control video won the IVCA gold award for education – and is interested in creativity as emancipatory practice in Higher Education.

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Published

2018-02-06

How to Cite

Abegglen, S., Burns, T., & Sinfield, S. (2018). Drawing as a Way of Knowing: Visual Practices as the Route to Becoming Academic. Discourse and Writing/Rédactologie, 28, 173–187. https://doi.org/10.31468/cjsdwr.600

Issue

Vol. 28 (2018)

Section

Special: Play, Visual Strategies & Innovative Approaches to Grad Writing

License

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