Abstract :
Over the past twenty-five years as an art teacher I
have sought answers to three questions:
1. In what ways and to what extent can drawing
practice explore both conscious and unconscious
thought processes?
2. In what ways can the participant individuate his
or her experience through the practice of drawing?
3. In what ways can drawing form a dialogue
between personal philosophy and experience?
Refering to my own experience and pedagogy I
define some of the historical, pschological and
philosophical contexts for my perception of
drawing,
including comments from my students, in the
process making no special distinction between
child and adult art. I have studied the evolution of
my pupil’s drawing practices and particularly
those of my own children, as they assert their
own perceptions and responses to experience,
conceptualising feelings both sensuous and
emotional through telling stories and defining
realities. Throughout history the will to draw has
persisted, its function differing and changing
through time and cultural contexts. Beuys
commented that everyone can be an artist, if they
want to be; can anyone really afford not to draw?
