29. Research on Arts Education
Paper
Methodological and Context-Sensitive Characteristics of Research in Tertiary Dance Education. A Systematic Literature Review of the Recent Research Literature
Anita Lanszki, Adrienn Papp-Danka, Agota Tongori
Hungarian Dance University, Hungary
Presenting Author: Lanszki, Anita;
Tongori, Agota
Dance can be examined by many research methods in many disciplines, such as psychology, pedagogy, ethnography, and cultural anthropology. In most cases, the target group of those studies is adolescent professionals or pupils in K-12 education. Therefore, recent research focuses especially on dance research in higher education. We hypothesized that besides the description of best practices and qualitative studies, quantitative empirical studies could also be found in tertiary education because of the research activities of higher education.
There is a lack of empirical research in tertiary dance education, especially in Europe. Studies from countries whose first language is English are overrepresented. The advantage of the present research is that the actual state of the multidisciplinary dance research in higher education is mapped regarding (1) the most frequently examined dance types in dance research; (2) the countries most typically represented in dance research in higher education contexts, and the local characteristics of dance research in the given context; (3) the tendencies in research design; (4) the types of research instruments; (5) the most highlighted research topics in dance research in the last ten years.
According to P21’s skills map on arts (Dean et al., 2010) and Scheff et al.’s Dance and 21st Century Skills Poster (2014), the skill set to date involves identical components such as critical thinking and problem solving, communication, collaboration, creativity, innovation, information literacy, ICT literacy, flexibility and adaptability, initiative and self-direction, social and cross-cultural skills, productivity, accountability, leadership and responsibility, as well as interdisciplinary themes. The question arises, to what extent the latest research in the field of dance in higher education contexts covers the range of desirable 21st century knowledge domain, and where there may be gaps.
In the research related to dance, there are mostly case studies and action research with the reflection of the trainer about good practices in dance classes (Baran, 2020; Petsilas et al., 2019; Rimmer, 2017; Roe, 2017; Stevens et al., 2020), and the empirical studies following a quantitative research paradigm seem to be underrepresented. These research are Motion Notation studies (Dilek & Muhsin, 2017) or related to dancers’ health state (DiPasquale et al, 2021).
With the present literature review, we intend to provide an overview of the current knowledge about research in dance education with the aim of finding out what is already known from previous research. Nevertheless – according to Newman & Gough (2020) –, this research method could not only be used to answer questions about what we know but also for what we do not know about the chosen phenomenon. In our systematic review, we use the common set of processes described in Systematic Reviews in Educational Research. Methodology, Perspectives and Application (Zawacki-Richter et al., 2019).
According to that, our research questions were:
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Is there a dance type that is better represented by empirical research?
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Are there geographical patterns in dance research?
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Which research design is more frequently utilized in dance research – quantitative or qualitative?
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Are there any validated instruments for research in dance, or rather measuring instruments of other disciplines are used in dance-related research as well?
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What are the main topics of recent dance research?
Objective:
The present study aims to explore, through a systematic literature review, what research has targeted dance students in tertiary dance education in the last 10 years and what kind of emerging research methods and instruments are used and developed in this area and where the possible gaps are.
Methodology, Methods, Research Instruments or Sources UsedThe research method of recent research was a systematic literature review. We conducted a comprehensive review protocol and synthesized research data from the last ten years focusing on our key questions of tertiary dance education.
In our research, we used purposive sampling. We searched relevant papers in the EBSCO, ERIC, DOAJ, and Scopus databases with the keywords “dance”, “higher education”, and “research”. The examined sources were selected by the following criteria: the paper must have been peer-reviewed, written in English, and has been published in the last 10 years (2013 - 2023). In EBSCO, ten results could be found based on our search terms and only three of them were relevant. In ERIC, there were 71 results but only 58 of them proved to be relevant. ResearchGate database did not prove to be appropriate for machine search as filtering of peer-reviewed papers was not possible.
After the duplicate screening, four papers were removed from the sample because they did not connect to dance or dance research or the research was not conducted in a higher education environment. The rest of the sources were prioritized after the weight of the evidence. At the end of the selection process, the sample of our systematic review consisted of 69 research papers.
Conclusions, Expected Outcomes or FindingsIn the systematic review, we examined 69 articles focusing on dance research in higher education. The results showed that more than 50% of the research was carried out in the United States and the United Kingdom. 10 research was conducted in Australia and Asia, and only 9 in European countries. Our hypothesis was only partially confirmed. We indeed found a few studies with mixed and quantitative methodologies, but most of the research on dance in higher education is mainly related to the qualitative paradigm. 67% of the research used thematic analysis of participants' narratives about educational dance experiences. Of these studies, 12 were action research, in which a trainer facilitated a training improvement and observed the process. Data for the thematic analysis was based on the researchers' experiences and the experiences of the interviewed participants. In these studies, interviews and surveys with open-ended questions were involved as research instruments. Only seven studies followed the quantitative methodology and validated measurement tests could only be found in 3 studies about dance students’ mental and physical well-being. Most research thematized traditional local and folk dances, classical ballet and contemporary dance, and also marginal dance styles, such as several street dance forms, like hip-hop are examined in two papers. In the focus of recent dance research are topics like dance method-centered experimental and reflective action studies, intercultural inclusivity in dance classes, (auto)ethnographic roots of different dance styles, dancers’ life and health management skills, and the use of dance in physical education, but not the topic of 21st Century Skills.
ReferencesBaran, A. I. (2020). Sneaking Meditation. Journal of Dance Education, 22(1), 23–31. https://doi.org/10.1080/15290824.2020.1765248
Dean, C. H., Ebert, C. M. L., McGreevy-Nichols, S., Quinn, B., Sabol, F., Schmid, D., Shauck, R. B., & Shuler, S. (2010). 21st Century Skills Map: The Arts. Partnership for 21st Century Skills.
Dilek, C. E., & Muhsin, H. (2017b). Comparison of movement notation (Laban) and traditional methodological learning success in teaching folk dances. Educational Research and Reviews, 12(7), 425–431. https://doi.org/10.5897/err2016.3118
DiPasquale, S., Wood, M. C., & Edmonds, R. (2021). Heart rate variability in a collegiate dance environment: insights on overtraining for dance educators. Research in Dance Education, 22(1), 108–125. https://doi.org/10.1080/14647893.2021.1884673
Partnershipfor21st CenturySkills(2009). P21 Framework Definitions. http://www.21stcenturyskills.org.
Petsilas, P., Leigh, J., Brown, N., & Blackburn, C. (2019). Creative and embodied methods to teach reflections and support students’ learning. Research in Dance Education, 20(1), 19–35. https://doi.org/10.1080/14647893.2019.1572733
Rimmer, R. (2017). Negotiating the rules of engagement: exploring perceptions of dance technique learning through Bourdieu’s concept of ‘doxa.’ Research in Dance Education, 18(3), 221–236. https://doi.org/10.1080/14647893.2017.1354836
Roe, S. (2017). Chasing ambiguity: critical reflections on working with dance graduates. Research in Dance Education, 18(2), 205–216. https://doi.org/10.1080/14647893.2017.1354842
Scheff, H., Sprague, M., & McGreevy-Nichols, S. (2014, October 10). Dance and 21st Century Skills Poster.
Stevens, K., Pedro, R. A., & Hanrahan, S. J. (2019). Building an authentic cultural curriculum through tertiary cultural dance. Arts and Humanities in Higher Education, 19(3), 264–284. https://doi.org/10.1177/1474022219833648
Zawacki-Richter, O., Kerres, M., Bedenlier, S., Bond, M., & Buntins, K. (2019). Systematic Reviews in Educational Research: Methodology, Perspectives and Application. Springer Publishing.
29. Research on Arts Education
Paper
The Connection between Savoring Art and Personal Growth among University Students from the UK, USA, Canada, and Israel
Tal Vaizman, Gal Harpaz
The Open University of Israel, Israel
Presenting Author: Vaizman, Tal;
Harpaz, Gal
In the current study savoring art, self-efficacy, and subjective well-being, were measured among students as possible predictors of personal growth. Although studies have shown correlations between subjective well-being, self-efficacy, and savoring art, no study has examined the relationship between these characteristics and personal growth among students, taking into account students’ characteristics such as diagnosis of learning disabilities or ADHD, and time spent learning versus the time devoted to paid work. Thus, the aim of this study is twofold. First, to explore the predictive association between students’ characteristics and personal growth. Second, to provide evidence regarding the relationship between personal characteristics (e.g. subjective well-being, self-efficacy, and savoring art) and students’ personal growth.
Studies were done over the years in an attempt to profile an effective learner, by examining learning strategies, best applied for a certain goal (Chamot, 2014), or focusing on teaching strategies and flexibility in adapting them to the need of the times (Vaizman, 2022). Psychological aspects of the learner were examined in an attempt to point to desired qualities and conduct while facing academic challenges (Vaizman & Harpaz, 2022). This study places personal growth in the focus in the attempt to fill the gap around self-improvement characteristics of an effective learner.
Personal growth refers to an evaluation of the self in the search for continuing growth, attaching life's meaning to personal development (Ryff, 1995), involving an active and intentional action towards its fulfillment (Robitschek, 1998). Though personal growth was linked to the Big-5 (Schmutte & Ryff, 1997), studies most commonly explored its effect on other variables, and rarely was the way to achieve it examined. The need for a continuing growth and for the consumption of art are close in nature, and considering the implications of COVID-19 on art consumption, performances, and well-being, this study focused on savoring art as a possible predictor of personal growth, a quality presumably less effected during social distancing than art consumption, and therefore measurable despite changes in social conditions.
The positive connection between personal growth and savoring art was pointed to before (Lee et al., 2021). Savoring art, unlike art consumption, is the joy and appreciation one has towards art (ibid.). leaning on selected items from the openness to experience scale, (DeYoung et al., 2007), Lee et al. (2021) coined the term savoring art, and also found a positive connection between it and subjective well-being. This connection is consistent with the positive relation between openness to experience and well-being (Strickhouser et al., 2017).
Additional two personal characteristics were examined: self-efficacy – a key quality in learning strategies, and subjective well-being, which was shown to be affected by COVID-19 (Foa et al., 2020). Subjective well-being estimates a person's satisfaction with their life (Seligman, 2002), leaning on their personal, cognitive, and affective, evaluation of it (Diener, 1994). Both subjective well-being and self-efficacy are personal characteristics that were previously associated with achievements and success (Bandura, 1997). Self-efficacy is considered a key quality in coping with challenges and sustaining an academic course (Pajares & Urdan, 2006). Defined as one's belief in their ability to successfully complete a task (Bandura, 1997), self-efficacy is considered among a person's coping resources while facing challenges and is associated with active approaches toward achieving a goal (Van den Brande et al., 2016). Self-efficacy was linked to academic success (Roick & Ringeisen, 2017), to other coping resources like grit and help-seeking orientation (Vaizman & Harpaz, 2022) as well as to well-being (Karademas, 2006).
Methodology, Methods, Research Instruments or Sources UsedThe sample consisted of 351 participants between the age of 18 and 62 (M = 27.95, SD = 8.82), 91 males and 260 females, 183 were from Anglophonic countries (USA, Canada, and the UK) and 168 were Israeli participants. Testing for sample differences in both groups it was found that the Israelis were older (Israeli’s M = 31.49, SD = 9.55; Anglophonic’ M = 24.68, SD = 6.59) (t(293.59)=-7.70, p < .001, Cohen’s d = 0.83). No difference in Gender was found (χ2(1)=.11, p = .74). Moreover, Israelis reported more LD and/or ADHD (24.4%) than Anglophonic participants (10.4%) (χ2(1)=12.15, p < .001). Furthermore, Israelis reported studying for shorter periods of time per week (less than 9 hours (62.5%)) in comparison to Anglophonic participants (less than 9 hours (36.1%)). Anglophonic participants, on the other hand, reported studying for longer periods of time per week (10-19 hours (41.6%) and more than 20 hours (22.3%)) than the Israelis (10-19 hours (26.8%) and more than 20 hours (10.7%)) (χ2(4)=25.64, p < .001). Weekly hours spent working exhibited an opposite pattern, with Anglophonic participants reporting fewer hours of work (e.g. less than 5 hours (50.3%) in comparison to Israelis (less than 5 hours - 14.9%)) while Israelis reported more weekly work hours (e.g. more than 20 hours - 60.7%) in comparison to the Anglophonic (more than 20 hours - 24.6%) (χ2(4)=61.47, p < .001).
All participants answered the following questionnaires:
Background Questionnaire included a diagnosis of LD or ADHD, study time, and payment employment per week.
Savoring Art Questionnaire Lee et al., (2021), to measure enjoyment of art in daily life, a six-items scale running on 7-point Likert-scale, the higher score indicates stronger art savoring. Cronbach’s α=0.71.
New General Self-Efficacy Scale (Chen et al., 2001) – an eight-items scale running on a 5-point Likert-scale. The higher score represents high self-efficacy. Cronbach’s α=0.91.
The Satisfaction with Life Scale (Diener et al., 1985) as a measure of subjective well-being. It’s a five-items scale running on a 7-point Likert-scale. The higher score represents high subjective well-being. Cronbach’s α=0.90.
Personal Growth measured by sub-scale from Ryff and Keyes (1995). It’s a 3-items scale on a 5-point Likert-scale. The higher score represents stronger personal growth. Cronbach’s α=0.70.
All the participants answered the questioners online, filled out an informed consent form prior to participating in the study, in which the purpose of the study was explained and anonymity was guaranteed.
Conclusions, Expected Outcomes or FindingsResults
Initially, to account for sample differences of the demographic variables in personal growth, a moderation analysis was conducted, using the PROCESS addon to SPSS. Results indicated a main effect for sample (b= .23,se= .08,p= .004,95%CI [.07,.39]), the Israelis had higher personal growth than the Anglophonic sample. However, no main effect was found for age (b= -.01,se= .01,p= .19,95%CI [-.02,.003]), or for gender (F(1,346)=.02,p=.89,η^2=.00). Moreover, no main effect was found for LD and/or ADHD on personal growth (F(1,347)=.68,p=.41,η^2=.00), or for learning hours (F(4,341)=.43,p=.79,η^2=.01) and working hours (F(4,341)=1.27,p=.28,η^2=.02). Moreover, no significant interactions were found between these variables and sample.
Secondly, Pearson correlation coefficients indicate positive correlations between personal growth and savoring art (r=.32;p<.001), self-efficacy (r=.48;p<.001), and subjective well-being (r=.36;p<.001).
Lastly, a hierarchical ordinary least-squares (OLS) regression was conducted, to test the effects of IVs on personal growth. In the first step the sample (Israeli vs. Anglophonic) was inserted into the model since it was found to have a significant effect on the DV. In the second step, savoring art, self-efficacy, and subjective well-being were added as subsequent IVs.
The results indicated that the step 1 accounted for 1.9% of the variance in personal growth (R^2=.019) and that the model was significant (F(2,347)=3.34, p = .04). Furthermore, the second step accounted for 32% of the variance in personal growth (R^2=.321) and the model was significant (F(5,344)=32.53, p < .001). Importantly, the difference between the models was also significant and accounted for approximately 30% of the variance (ΔR^2=.30,ΔF(3,344)=51.03,p<.001). The model coefficients indicated significant positive effects for savoring art, self-efficacy, and subjective well-being with no significant effects for sample.
In conclusion, in order to cultivate personal growth among students with diverse background populations, universities should invest in cultivating the students' savoring art, self-efficacy, and well-being.
ReferencesBandura, A. (1997). Self-efficacy: The exercise of control. Freeman and Company.
Chamot, A.U. (2014). The role of learning strategies in second language acquisition. In: M. Breen (ed.), Learner contributions to language learning, pp. 25-43. Routledge.
DeYoung, C.G., Quilty, L. C., & Peterson, J. B. (2007). Between facets and domains: 10 aspects of the Big Five. Journal of personality and social psychology, 93(5), 880-896.
Diener, E. (1994). Assessing subjective well-being: Progress and opportunities. Social indicators research, 31(2), 103-157.
Diener, E.D., Emmons, R. A., Larsen, R. J., & Griffin, S. (1985). The satisfaction with life scale. Journal of personality assessment, 49(1), 71-75.
Foa, R., Gilbert, S. & Fabian M. O. (2020). COVID-19 and subjective well-being: Separating the effects of lockdowns from the pandemic. SSRN 3674080.
Karademas, E. C. (2006). Self-efficacy, social support and well-being: The mediating role of optimism. Personality and individual differences, 40(6), 1281-1290.
Lee, S.S., Lee, S.-H., & Choi, I. (2021). Do art lovers lead happier and even healthier lives? Investigating the psychological and physical benefits of savoring art. Psychology of Aesthetics, Creativity, and the Arts. Advance online publication.
Robitschek, C. (1998). Personal growth initiative: The construct and its measure. Measurement and Evaluation in Counseling and Development, 30, 183–198.
Roick, J., & Ringeisen, T. (2017). Self-efficacy, test anxiety, and academic success: A longitudinal validation. International Journal of Educational Research, 83, 84-93.
Ryff, C.D. (1995). Psychological well-being in adult life. Current directions in psychological science, 4(4), 99-104.
Schmutte, P.S., & Ryff, C.D. (1997). Personality and well-being: reexamining methods and meanings. Journal of personality and social psychology, 73(3), 549.
Seligman, M.E. (2002). Authentic happiness: Using the new positive psychology to realize your potential for lasting fulfilment. Simon and Schuster.
Strickhouser, J.E., Zell, E., & Krizan, Z. (2017). Does personality predict health and well-being? A metasynthesis. Health Psychology, 36(8), 797-810.
Vaizman, T. (2022). Teaching musical instruments during COVID-19: teachers assess struggles, relations with students, and leveraging. Music Education Research, 24(2), 152-165.
Vaizman, T., & Harpaz, G. (2022). Retuning music teaching: Online music tutorials preferences as predictors of amateur musicians’ music self-efficacy in informal music learning. Research Studies in Music Education.
Van den Brande, W., Baillien, E., De Witte, H., Vander Elst, T., & Godderis, L. (2016). The role of work stressors, coping strategies and coping resources in the process of workplace bullying: A systematic review and development of a comprehensive model. Aggression and Violent Behavior, 29, 61-71.
29. Research on Arts Education
Paper
Drawing the Game - An A/r/tography Approach to the Body and its Movements in Sport
Paulo Luís Almeida
i2ADS - University of Porto, Portugal, Portugal
Presenting Author: Almeida, Paulo Luís
In sports, as in other areas of Higher Education, drawing activities are rarely seen as a teaching and research method capable of producing knowledge, sustaining arguments or addressing theoretical content. And yet, visualization methods such as time-motion analysis, motion capture or performance analysis rely on visual-spatial content that we apprehend as a drawing skill: diagrams of movement, free-body diagrams, visual models, and graphic notation. The same cognitive processes of selecting, organizing and integrating information regarding the movement in sports are the basis of drawing activities (Wu & Rae, 2015, p. 5).
Since 2021, we have been studying the use of drawing activities within sports training and research in the Faculty of Sports of the University of Porto (FADEUP) in Portugal and the Porto Biomechanics Laboratory (LABIOMEP). We intend to contribute to the visibility of drawing as a skill in sports education and to develop a framework to promote research and implementation of drawing activities in dynamic sports situations.
Can the visual and performative properties of drawing activities produce a new knowledge of the physical and collective body in sports? What kind of perceptions about the game and human movement in sport are constituted in the drawing activity that could not be constituted in any other way?
Using an a/r/tographic approach to the learning processes in sports, our presentation proposes a reflection on the intersection of two territories: sports sciences and drawing-based practices. We intend to discuss distinct ways of representing the body in motion as weight, flow, space and time. Beyond drawing as an observational and visualization process, recent literature has shown that drawing in sports also opens up a space for introspection in which we can understand the limits of our bodies and the emotional and physical contours that we create between ourselves and the world (Namkung, 2016; Gravestock, 2010).
Despite their differences, there are significant parallels between sports performance and drawing-based performance practices that can benefit from a common approach to the different layers of the physical body in motion. As Bernard Suit argued in his provocative statement, sport is "the voluntary attempt to overcome unnecessary obstacles" involving physical activity with a comprehensive level of stability. Sport is also a field where social norms and values are embodied, and the ideologies that permeate our culture materialize as effects in the representation of athletes' bodies (Mahon, MacDonald & Owton, 2017). By intertwining different modes of perception, such as vision or touch, body movement and introspection (Kantrowitz, 2012, p. 4), drawing can be a means of accessing the awareness that athletes, coaches and scientists have of the states and emotions of the body in sport. These states are rarely represented only by verbal language or statistical data (Theron et al., 2011, p. 19).
This background implies advocating for an expanded sense of observation and motion in sports, with an impact on the assessment of movement in qualitative/formal sports, the development of reflective practices in exercise and sports for social change.
Methodology, Methods, Research Instruments or Sources UsedOur research combines ethnographic research with an a/r/tography approach to sports' observational practices and performance analysis.
We reviewed previous research that relates sport, visual representation, notation and drawing. In this review, we identify three major concerns regarding drawing in sports: data visualization and creation of interpretive models, qualitative assessment of movement in qualitative/formal sports, self-knowledge and social change. We have privileged articles from the sports sciences focused on drawing activities that involve performance analysts, scientists, coaches and students. We have also included studies in drawing research publications, which addressed sports performance, intertwining natural sciences, social sciences and the humanities. This epistemological triangle is a critical lens to identify the angles from which the body's physical movements become expressions of the field we call sport (Jönsson, 2019).
A second moment of this study focused on the representations accompanying publications in sport sciences, particularly in biomechanics and notational analysis. We intend to find out if drawing, in its various modalities, is used as evidence and demonstration of research results and what relationships it establishes with text and other visual forms of representation.
In the third moment, we relate this review with the drawing activities observed between 2021 and 2022 at the Porto Biomechanics Laboratory (LABIOMEP) and the Faculty of Sports of the University of Porto (FADEUP). These activities stem from pedagogical contexts associated with different modalities. They also refer to the investigation and biomechanical analysis of hyper-performance situations – focused on improving the body's response in high competition – and hypo-performance, which results from injuries or conditioned systems. Different forms of mediation are therefore involved: the digital, the performative and the hand-made drawing. To help synthesize these different activities, we applied the model proposed by Ainsworth and Scheiter (2021, p. 61) to distinguish the different forms of cognitive engagement through drawing: the interactive, constructive, active and passive modes (ICAP).
Along the research process, we have undergone an interdisciplinary practice blending motion capture in a biomechanics laboratory, performance in a natural environment and drawing in the studio. Informed by my training as an artist, my work as a drawing teacher and my research on drawings for sport, an exploratory experiment was staged as a performance in response to the provocative statement of Bernard Suit: the game as "the voluntary attempt to overcome unnecessary obstacles". Combining different visualization and notational processes, we have explored aesthetic approaches as possibilities to figure movement analysis.
Conclusions, Expected Outcomes or FindingsDeveloping a shared framework between sports visualization procedures and drawing-based methodologies can enhance a wider understanding of the moving body both in sports and in the arts. As a cognitive tool that facilities memory and thinking, drawing can allow sport students to assess their own performances and the performance of others.
As the art historian David Rosand recalled, drawing is, in its essence, the projection of a performing body, and especially when viewing a representation of a human figure, we are inevitably reminded of that.
ReferencesAinsworth, S. & Scheiter, K. (2021). Learning by Drawing Visual Representations: Potential, Purposes, and Practical Implications. Current Directions in Psychological Science. 30(1), pp. 61-67.
Anderson, G. (2017). Drawing as a Way of Knowing in Art and Science. Bristol: Intellect.
Bredekamp, H. & Dünkel, V. & Schneider, B. (2015). The Image - A Cultural Technology: A Research Program for a Critical Analysis of Images. In The Technical Image - A History of Stlyles in Scientific Imagery. Chicago: University of Chicago Press.
Drucker, J. (2020). Visualization and Interpretation – Humanistic Approaches to Display. Cambridge: MIT Press.
Gravestock, H. (2010). Embodying Understanding: drawing as research in sport and exercise. Qualitative Research in Sport and Exercise, 2(2), pp. 196-208.
Jönsson, K. (2019). Situated Knowledge, sports and the sport science question. Sport in Society. 22(9), pp. 1528-1537.
Kantrowitz, A. (2012). The Man behind the Curtain: What Cognitive Science Reveals about Drawing. The Journal of Aesthetic Education. Vol. 46(1), pp. 1-14.
McMahon, J. & MacDonald, A. & Owton, H. (2017) A/r/tographic inquiry in sport and exercise research: a pilot study examining methodology versatility, feasibility and participatory opportunities. Qualitative Research in Sport, Exercise and Health. 9(4), pp. 403-417.
Namkung, M. (2016). Drawing for Sport. Drawing: Research, Theory and Pactice, 1(2).
Quillin, L. & Thomas, S. (2015). Drawing-to-Learn – A Framework for Using Drawings to Promote Model-Based Reasoning in Biology. CBE–Life Sciences Education. 14(1), pp. 1-16.
Rosand, D. (2002). Drawing Acts – Studies in Graphic Expression and Representation. Cambridge: Cambridge University Press.
Simmons III, Seymour (2021). The Value of Drawing Instruction in the Visual Arts and Across Curricula – Historical and Philosophical Arguments for Drawing in the Digital Age. New Yor: Routledge.
Theron, L.; Mitchell, C.; Smith, A.; Stuart, J. (Eds.) (2011). Picturing Research ‒ Drawing as Visual Methodology. Rotterdam: Sense Publishers.
Tversky, B. (1999) What does drawing reveal about thinking? In Gero, J.S. & Tversky, B. (Eds.). Visual and Spatial Reasoning in Design. Sydney: Key Centre for Design Computing and Cognition pp. 93-101.
Wu, S. & Rau, M. (2019). How Students Learn Content in Science, Technology, Engineering, and Mathematics (STEM) Through Drawing Activities. Educational Psychology Review, 31(1), pp. 87–120.
Parry, J. (1989). Sport Art and the Aesthetic. Sport Science Review. 12. 15-20.
Forde, S. (2022) Drawing your way into ethnographic research: comics
and drawing as arts-based methodology. Qualitative Research in Sport, Exercise and Health. 14:4, pp. 648-667.
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