The Future of Education

This article reflects on the experience of teaching Drawing at three Public Higher Education Institutions in Portugal in bachelor’s degree programs of different scientific areas such as Communication Sciences and Technologies, Design, and Fine Arts. We aim to compare pedagogical approaches and the results achieved by students in various curricular units whose programmatic contents include basic drawing concepts; product drawing with manual rendering; human figures and animal drawing. For the study described, a case analysis research methodology was used with direct observation based on the authors' experiences in teaching classes and research [1]. With a background in Design, the authors and professors argue that Drawing is a tool for creativity, learning to see, understand, and interpret forms, organise thoughts, explore possibilities, and visualise alternatives. This study had the ambition to contribute to:

1. Finding strategies that encourage the practice of drawing [2];

2. Reducing the inhibition to draw. Penalisation (doing and redoing) reduces the motivation for experimentation and taking risks, which is fundamental for a project practice where drawing is a tool for idea generation [3];

3. Raising students' awareness of the importance of drawing as a tool for thinking, expression, and communication [4];

4. Promoting the acquisition of drawing skills and their application in Communication Sciences and Technology, Design, and Fine Arts;

5. Encouraging students to find their creative voice, message, and identity as individuals, designers, and artists to communicate it to others.

Drawing is a practice that requires time, patience and concentration .In the end, this study highlights the need to find new teaching approaches that show students the importance of drawing for their professional future, minimising the blockages and inhibitions that increasingly appear in the teaching of Drawing.