TEACHING ESSENTIAL DRAWING SKILLS TO INTRODUCTORY GEOLOGY STUDENTS THROUGH COLLABORATION WITH AN ART EDUCATION COURSE

A modern introductory geology course teaches students that geological ideas can come from their own imagination and creativity, and not just from professors and textbooks. Student creativity can be promoted in many ways, such as (1) open-ended case studies or problem-solving sessions (2) reading responses in which students are asked to propose answers to geological questions that differ from the textbook answers (3) field projects in which students are expected to generate their own questions and answers. Many students are hampered by the lack of language skills necessary for the expression of their ideas. Even so, most geological ideas are better expressed through a combination of words and imagery, and many students are even more hampered in visual expression as a consequence of receiving no instruction in nor practicing their drawing skills since elementary school. The objective of this study is to determine whether a minimal amount of drawing instruction in an introductory geology course can significantly improve the ability of students to express their ideas through imagery. The objectives are being addressed through collaboration with a course on secondary art education methods that is scheduled concurrently with an introductory geology class. The art education students are providing a set of six drawing lessons that emphasize (1) creation of lines through contours and edges (2) geometric and organic shapes (3) shading for the creation of mass and form (4) one- and two-point perspective (5) scale and proportion (6) creation of detail through texture and surface quality. The geology students are expected to put the drawing skills into practice in their field project reports and team problem-solving sessions. Drawings are evaluated based upon their ability to clarify ideas and interpretations. Student outcomes for both the geology and art education courses are being compared with sections taught by the same professors that are not involved in collaboration. Although there has been considerable research in the ability of a minimal amount of instruction to improve the drawing ability of adult non-art majors, we are not aware of any previous research on the ability of minimal drawing instruction to improve outcomes in introductory science courses. Results will be reported at the meeting.