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Barbara Drobot, Independent Scholar, GeorgiaAbstract
This presentation explores a pedagogical approach that treats drawing as a form of structured inquiry mirroring the framework of scientific research. Based on years of teaching practice with children aged 6–12 and adults, the method applies the logic of the IMRaD structure (Introduction, Method, Results, and Discussion) to art education. Instead of offering students pre-made templates or step-by-step models, each drawing session becomes a mini-research journey: it begins with a question or hypothesis, is followed by observation and exploration of materials, and ends with a reflective discussion. This approach supports critical thinking, autonomy, and decision-making. Students learn to observe attentively, make creative choices, and interpret their outcomes. The presentation includes visual examples of student work, classroom strategies, and comparisons between artistic and scientific reasoning. It resonates with the growing body of research that positions artistic processes as parallel to cognitive development and problem-solving (e.g., Eisner; Hetland et al.). The proposed model demonstrates that drawing, when taught as an inquiry, becomes a powerful tool for learning that connects the arts with broader educational goals and reaffirms the relevance of visual thinking in the 21st-century classroom.
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Conference: IICAH2026Stream: Arts - Teaching and Learning the Arts
This paper is part of the IICAH2026 Conference Proceedings (View)
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To cite this article:
Drobot B. (2026) Drawing as a Structured Inquiry: A Comparison Between Artistic and Scientific Visualization ISSN: 2432-4604 – The IAFOR International Conference on Arts & Humanities – Hawaii 2026 Official Conference Proceedings (pp. 1-9) https://doi.org/10.22492/issn.2432-4604.2026.1
To link to this article: https://doi.org/10.22492/issn.2432-4604.2026.1
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