The Drawing Lab by Michelle Salmon
The article I’m focusing on in this blog is the drawing Lab (Salmon 2015) by Michelle Salmon which took place at Central Saint Martins in 2015. The purpose was to explore connections between the physical act of drawing and the human memory process, to determine whether drawing could be used as a tool to improve concentration and memory. This theory has its conceptual roots In Horace Lecoq de Boisbaudran 19th Century research In “The training of the Memory in Art” (Lecoq de Boisbaudran, 1848)
The CSM workshops highlighted the interaction between sensory input, physical activity and memory. Memory recall and concentration were enhanced during the workshops through focused observations, repetition, sensory engagement, group dynamics and critical analysis.
Salmon’s article resonated with me because the majority of teaching on my course, (Hair Make up & Prosthetics for Performance) involve visual and physical activities which include many drawing tasks. It encouraged me to identify the areas in my own teaching practices where practical and theory methods meet and merge to enhance concentration and focus. A good example of this is the use of mind maps. When creating a mind map you are displaying written information in a creative format. Making the connections between ideas easy to find, for problem solving and brainstorming. More information can be found in ‘The Mind Map Book’ (Buzan 2009)
Alan Baddeley’s concept of the “visuospatial sketchpad” (Baddeley 1974) helps us understand how this ‘visuospatial’ information is used within memory function. The ‘visual sketchpad’ helps us to navigate our way through a room and to mentally manipulate objects. It’s a bit like the ‘mind’s eye’ we often hear referred to. It only retains information for short periods of time so it’s perfect for brainstorming using a mind map where the information is immediately recorded.
I have created mind maps for my students to show structure within departments in industry and during unit briefings to break down individual tasks and learning outcomes. (See mind map images below) In the past I had given students the same information in written text form and on reflection, they did not digest or retain the information as successfully as the students who received mind maps with the same information.
The key findings of this article have prompted me to reflect on my own teaching and planning practices and evaluate how I can implement drawing not merely as a skill but also a tool for enhancing the learning experience.
I already suggest mind maps to students as part of the research and experimentation stages of a unit However, by embedding it as part of their planning and creating them in groups may increase knowledge retention, understanding of Briefs and learning outcomes.
Moving forward, this integration of sensory, motor and cognitive skills is a topic which I would like to explore further, learning how digital tools can be used to compliment the role of memory in drawing activities. Also the role of visual spatial, auditory and olfactory influences in the encoding process of memory.
Bibliography:
Baddeley, A. D. (1974) ‘The psychology of memory’, New York: Basic Books.
https://elmirmohammedmemorypsy.com/wp-content/uploads/2014/12/the-psychology-of-memory-baddeley.pdf?utm_source=chatgpt.com
Lecoq de Boisbaudran, H. (1848) In the Training of the Memory in Art. Read Books Ltd, 26 Jan 2016
https://books.google.co.uk/books/about/The_Training_of_the_Memory_in_Art_and_th.html?id=URx9CgAAQBAJ&redir_esc=y
Salamon, M., 2018. Drawing laboratory: Research workshops and outcomes. Spark: UAL Creative Teaching and Learning Journal, 3(2), pp. 131-141.
Tony Buzan (2009) The Mind Map Book Publisher: Pearson Education Limited 2009