Scratching the surface: practice, personality, approaches to learning and the acquisition of high level representational drawing ability

Chamberlain, Rebecca, McManus, Chris, Brunswick, Nicola ORCID: https://orcid.org/0000-0002-6652-5016, Rankin, Qona and Riley, Howard (2015) Scratching the surface: practice, personality, approaches to learning and the acquisition of high level representational drawing ability. Psychology of Aesthetics, Creativity, and the Arts, 9 (4) . pp. 451-462. ISSN 1931-3896 (doi:10.1037/aca0000011)

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Abstract

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 domains.

Item Type: Article
Research Areas: A. > School of Science and Technology > Psychology > Language, Learning and Cognition group
Item ID: 15258
Notes on copyright: ©American Psychological Association, 2015. This paper is not the copy of record and may not exactly replicate the authoritative document published in the APA journal. Please do not copy or cite without author's permission. The final article is available, upon publication, at: https://doi.org/10.1037/aca0000011
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Depositing User: Dr Nicola Brunswick
Date Deposited: 24 Apr 2015 11:06
Last Modified: 11 Feb 2020 02:17
URI: https://eprints.mdx.ac.uk/id/eprint/15258

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