Loughborough University Library: Open Journals
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Contracted Site
Get PDFTraditionally the notion of drawing in-situ has suggested the physical presence of the artist in the environment under scrutiny. The assumption here of enhanced connectivity, however, is hasty in light of the idea that situation implies a relative spatial value determined by the interplay of subject and location, where the possibility of not being “in-situ” is problematic. The fact that traditional drawing in-situ, such as the representation of land as landscape, requires a framing of the world out there implies a distance between the perceived object and the drawing surface. Rather than suggesting that some drawing is situated and other sorts of drawing are not, however, I argue that situation or site is variously extended and contracted depending on the nature of mediation between surface and environment. The suggestion here is that site is not so much a precondition as a performative function, developed in the act of drawing and always implicating the drawing surface. In my discussion I first evoke an experience of drawing where site is incrementally reeled in, to finally be seen as something in the making. I then focus on specific works by Toba Khedoori and Cameron Robbins where the drawing surface testifies to its own emergence as site. As well, in using my own recent drawing practice as a case study, I argue that the geography of site is delimited neither by horizon nor the boundaries of the paper. Rather, I propose that site and drawing surface coincide in variously contracted and extended ways
Likeness, Abstraction and Knowledge
Get PDFThis paper is about observational drawing. In the matter of knowledge and drawing there is a tendency to investigate the power of drawing within the process of acquiring knowledge. For this we usually isolate disciplines that use drawing both as a cognitive skill and as a procedural skill. In this case we are referring to observation as part of scientific methods, thus underlining the importance of observing through drawing, different from observing and writing, observing and photographing, observing and filming or simply observing. In this paper, however, we would like to inquire about the pure act of knowledge that observing by drawing or drawing as if observing contemplates
Practices of ambiguity: Becoming “information literate” in two Norwegian schools
Get PDFThe purpose of this study is to examine the establishment of information literacy (IL) practices among secondary school pupils aged 14 to16 (grades 9-10) in two Norwegian schools. In Norway, a new curriculum introduced in 2006 emphasised digital skills, aiming to develop IL relating to digital texts in particular. Despite the fact that an ambitious national curriculum has been in place for quite some time, not much is known about how this works in practice in the subject group of this study. The main purpose of this article is to identify the kind of IL practices that have been established and how the pupils experience and reproduce these practices.
It seems that the pupils become information literate but not to the extent the curriculum anticipates. The study used mixed methods in order to reveal general trends and to explore certain issues in more depth. The material consists of data from a questionnaire and interviews. The study has a sociocultural perspective as its theoretical point of departure, resting on an understanding of how IL practices in school are formed through interaction and/or the lack of interaction between pupils and their teachers. Without interaction guiding the pupils, their IL practices are at the risk of becoming practices of ambiguity. The implications of this study is that one must go beyond national curricula and examine the way IL or digital literacy is actually performed in schools in order to understand how these practices are shaped
Using Sketching
Get PDFI would like to talk about how it is possible to think with our body and other things. I choose this topic in a workshop on drawing because sketching can, at times, be a way of interactively thinking with pencil and paper – of thinking with things. This process is not unique to drawing, and is, in fact, representative of interactive cognition more generally
Brief Notes on Reportage Drawing, Visual Language and the Creative Agenda of the Reportage Artist
Get PDFThrough an exploration of my own reportage drawing and others, I seek to identify reportage drawing as an activity that is particularly well suited to the development of visual language and the refinement of not just schematic language, but highly personal mark making that is imbued with the artist’s creative agenda
Mapping Place
Get PDFThe use of a site-based drawing methodology as a tool to map place was undertaken in the belief that it is possible to think of maps not as representations of an established reality but as a tool to produce new realities, and that the act of drawing on site, with the pressures that come to bear during this action, assist the artist to engage in “fields of relations rather than arrangements of objects.” (Marot, 2003), something considered vital to site analysis. 
Drawing to Aid Recovery and Survival
Get PDFThis paper considers the role of drawn visual communication materials and their effectiveness as a means of obtaining informed consent. The researchers used practice based ‘action research’ as a means of working with clinicians at the Liver Transplant Unit, Birmingham Children’s Hospital, UK, in the preparation of materials (in this case picture storybooks) leading to medical surgery. The researchers’ approach was designed to match the needs of the hospital and the nature of the investigation
Evidence-based Practice
Get PDFAn intriguing Comment piece by Ben Goldacre was
published in the Guardian on 18 March, 2013 (Goldacre,
2013a). The following is an extract from the related
briefing note published by the Department for Education’s
press office (Goldacre, 2013b). Could it be that whatever
else might be thought of Michael Gove’s time as Minister
for Education that his period in office might usher in a
golden period of evidence-based practice?
Education Secretary Michael Gove asked Dr Goldacre to
examine the role of evidence in the education sector.
In a paper to be presented at Bethnal Green Academy,
Dr Goldacre will say today that research into “which
approaches work best” should be embedded as
seamlessly as possible into everyday activity in
education.
High-quality research into what works best can improve
outcomes, benefitting pupils and increasing teachers’
independence. But Dr Goldacre’s recommendations go
beyond simply running more “randomised trials”, or
individual research projects. Drawing on comparisons
between education and medicine, he said medicine had
“leapt forward” by creating a simple infrastructure that
supports evidence-based practice, making it easy and
commonplace
