Drawing Rules: The Importance of the Whole Brain for Learning Realistic Drawing

Abstract

Two experiments were conducted with fourth through eighth grade students to study two problems in drawing faces realistically: placement of features and the use of light-dark gradients to render depth. Fifth and seventh graders, viewing a model with afull head of hair, drew eyes significantly higher on the face than control groups viewing a model with patterned baldness. Apparently the presence of hair makes the eyes appear higher on theface than is normal. In the second experiment, depth representation in drawings of spheres by fourth through sixth graders improved after a single instruction consisting of a basic drawing rule. Results support the assumption that drawing rules are practical and effective for teaching realistic drawing to children. Those who draw well have often been considered to possess a gift. Because of research exploring the separate functions of the cerebral hemispheres of the brain, there has been a recent trend to attribute this gift to the person's unusual access to right hemisphere processing of information. The most widely documented specializations of the brain are the major involvement of the left hemisphere in language tasks, and of the right hemisphere in visuospatial tasks (Dimond & Beaumont,

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