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Abstract. Traditionally, teaching drawing has been mainly centered on an artistic (stylistic) approach. Drawing teachers base their work on methods similar to those used in the fine arts. Notions such as composition, style and expressiveness are primary in the transmission of knowledge to the class. Because of this approach, when learning drawing students sometimes find themselves not quite grasping what they are being taught. This can be doubly true when students have not been trained in the techniques and materials of drawing, or if the main goal of drawing in their education is to provide a tool for other types of artistic creations.
I have conducted research within the classroom for the past years in the context of research for my doctoral thesis, collecting and organizing drawings. These studies took place in an environment in which drawing is meant to serve as a functional tool or language for new media artists and technicians. Most students have little or no previous knowledge of drawing, and often experience severe difficulties when confronted with even the simplest of tasks.
A questionnaire was used to provide information, such as correlations between age and drawing skills, and common mistakes in the representation of simple objects. This data lies at the basis of the attempt to catalogue and analyze main categories of errors in these students’ drawings; and to provide new educational tools for the drawing teacher.
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KUNZ, Sahra - Definition of the main categories of errors in “functional drawing”. In International Conference in Illustration & Animation, Porto, Portugal, 29-30 Novembro, 2013. – In CONFIA 2013 Proceedings II. ISBN 978-989-97567-6-2. (2013). p.95-105