MODULE DEVELOPMENT FOR SKETCHING EXERCISE
By Radin Erus1, Nor Azlin Hamidon2 1. Introduction
The intention of this research is to come out with a sketching module (RE-Sketch) purposely for the anatomy lesson for Illustration subject coded GDT156. This sketching module are merely taking the origin ideas from the use of a sketchbook by most of the artist and scientist. According to Machina (2011), there are problem occurring to the student who slightly abandon the use of sketchbook in their work compared to scientist and artist. Based on the interviewed with Bethann G. Merkle (Sarah Helen, 2015), an award-winning artist and communicator fascinated with science and sustainability.
According to her, if we only focusing on formula and theorems, there is no way we can produce innovators and problem solvers. While on the other place Affirm E.O. Wilson said, it is required to have a hand wrought illustration to explained the species description (Sarah Helen, 2015).
Mankind has done sketches to memorize event and represent the nature around us for more than a thousand years. The drawing technical pen and charcoal predate the microscopes and the telescopes, with all of these tools, both scientist and artist used for the purpose of observation and invention. Maria Sybilla Merian (Sarah Helen, 2015) exposed insect metamorphosis by sketching and drawing the tropical insect in miraculous detail. Da Vinci gain the masterful of creating and producing a magnificent artwork upon the scientific knowledge gained from the observation through the human anatomy and natural forms of drawing (Sarah Helen, 2015). Drawing through imagination can provide you in various style of visualization, sometimes it can be conceptual and sometimes it is based on imagination (Landa, 2014). Drawing through observation also is required practices and whatever you have time to look up something you tended to draw, translated it into a mark on paper (Vincent Agarwal & Perry, 2012)
Based from all the issue and needs existed, the requirement of this research seemly necessary to the researcher. This research was conducted based on the needs whereby an additional supporting material is needed to help the Graphic and Media, Digital Diploma students and lecturer learn a new perspective of the sketching method on the second semester rolled. By developing a new perspective of sketch method or module perhaps the student is getting what they deserve to learn in art class, especially in art school like Art & Design Faculty at Universiti Teknologi MARA (UiTM). The researcher hopes these sketching module (RE-Sketch) will be able to became an active additional support material to the delivery person especially to the new lecturer with lack of teaching experience.
This study was conducted based on the problem of student disconnected with sketchbook in comparison to scientist and artist (Machina, 2011). Katherine Tyrell once said, drawing and sketching is a basic foundation for all study in visual art (Katherine Tyrell, 2015). She is the artist and a writer of book Sketching 365: Build Your Confidence and Skills with a
more artist has come out with a guide book to help the art student but the problem is remaining unchanged. By reading the guide book will make them “know” the process, but in practical ways the execution process still unwell prepared, especially to those who have no experience in art foundation class before. By observing to more than 50 guide books from local and international book store, the researcher finds out there are some chance to overcome this problem.
A simple guide and maybe some instructional template are the only things needed to help the student get into a fast track learning course. The core of an ability to draw is about the same relation between drawing and creativity. According to Keith Micklewright (Micklewright, 2005a), an act to draw is also like the chicken and egg conundrum. He said, the ability to “draw” is very depending on the person ability to “see”. This is what has been quoted at the first paragraph of this chapter. This is considered the origin and essence of an ability of drawing. By getting familiar and mastered with all core aspect in drawing, the 365 tips may no longer necessity to the beginner.
Along the process of searching a way to develop suitable template, the researcher found out a “mental model” promoted for constructivism learning theories and it seem stable and have been tested for some drawing research. Based from the investigation on Google Scholar on March 2017, with custom range 2010 into 2017, only 1 research available on development a supporting tool for drawing learning. The research came out with a Novel sketch recognition algorithm named “iCanDraw?” to assist learner by providing a step to draw according to the face recognition process (Hammond et al., 2017). Other than that, there are zero study available from Malaysia has been found. In addition, there are no other additional supporting material officially been used to assist anatomy lesson for GDT156 courses either provide by UiTM or outside sources. Based from all the issue and needs existed, the requirement of this developmental research is necessary to fill the gap and answered all remain sketching problems.
1.1 Research Objective
The Research objectives of this study are:
PHASE 1 - Need Analysis
1. To identify the needs of RE-Sketch as a support material for anatomy drawing lesson.
2. To identify suitable contents to be included into RE-Sketch.
3. To identify the perception and acceptance lecturer and student towards developing a RE-Sketch.
PHASE 2 - Design and Development
1. To design and create RE-Sketch as a support material for anatomy drawing lesson.
2. To identify the useable standard content for RE-Sketch development.
PHASE 3 - Implementation and Evaluation
1. To examine the usability of the RE-Sketch as a support material for anatomy drawing lesson by lecturer and students.
1.2 Research Questions
The study investigates the following research questions:
PHASE 1 - Need Analysis
1. What is the lecturers’ view on student difficulties anatomy area in anatomy drawing lesson?
2. What is the lecturers’ view on student common problem in anatomy drawing lesson?
3. What is the lecturers’ perception and acceptance towards developing a RE- Sketch module?
4. What is the students’ difficulties anatomy area in anatomy drawing lesson?
5. What are the students’ common problem in anatomy drawing lesson?
6. What is the students’ perception and acceptance towards developing a sketch template?
PHASE 2 - Design and Development
1. What are the processes involved in designing RE-Sketch module to assist student on anatomy drawing lesson?
2. What is the usability standard for the contents and the design of the RE-Sketch module (sketch-pad and PowerPoint Slide) based on an expert evaluation?
PHASE 3 - Implementation and Evaluation
1. What is the usability of the RE-Sketch as a support material for anatomy drawing lesson based on students’ evaluation (exit-entry survey)?
2. What is the usability of the RE-Sketch as a support material for anatomy drawing lesson based on lecturer’s evaluation (rubric)?
3. What is the usability of the RE-Sketch as a support material for anatomy drawing lesson based on researcher’s evaluation (video observation)?
2. Theoretical Framework
In order to control every action in this study, an instructional design model has been chosen. These decisions will help the researcher to explained purpose and reason behind the strategy. Through a framework, the researcher is awarded by a birds-eye view of all major component necessary for the study. In this study, the researcher chooses ADDIE Model (Branch, 2008), Scaffolding by Vygotsky (Berk & Winsler, 1995a), Self-Efficacy (Bandura, 1997) by Albert Bandura and Mental Model by Mayer (Mayer, 2001).
2.1 Research Design
To collect the required data in this research, the researcher used both qualitative and quantitative approaches. This study will be carried out by applying a design and development research (DDR) as the method and interview and questionnaire as the instrument to get a data. The DDR method is been indicate to this study in order to get a unique blend of theory and practice. DDR practice also has been defined as “the systematic study of designing, developing and evaluating instructional programs, process and products that must meet the criteria of internal consistency and effectiveness” (Seels, 1994).
Figure 1.1: RE-Sketch theoretical framework
Figure 2.1.1: RE-Sketch Research Procedure (ADDIE)
Table 2.1.2: A Summary of Samples for Phase 1 – Need Analysis Sample No. of Sample
(N) Sampling
Method Research
Method Data Analysis
Lecturer 6 Purposive
Sampling
Semi- Structured
Interview
Transcribed using MS
Words 2nd Semester
Students 60 Purposive
Sampling Open ended questionnaire
Google Form, Google summary
Table 2.1.3: Researcher’s plan for designing the pad and slide
Criteria PowerPoint Slide Sketch-pad
User Lecturer Student
Objective Enhance the teaching process and be able to motivate
student
Assist student’s observation and learning process Content Introduction, instruction, guide
& motivation (PPT) Entry & exit survey, instruction, guide & template
Support Project brief Anatomy drawing lesson
Assessment Rubric Entry & exit survey
Media DVD and file shared on
Google Drive Sketch-pad
-Printed
Table 2.1.4: A Summary of Samples for Phase Two: Design and Development Sample No. of Sample (N) Sampling Method Research Method Expert on Sketch-
Pad 1 Purposive Sampling Usability Test Form
Expert on
PowerPoint Slide 1 Purposive Sampling Usability Test Form
Table 2.1.4: A Summary of Samples for Phase Three: Implementation and Evaluation Sample No. of
Sample Sampling
Method Research Method Data Analysis Second
Semester
Students 30 Purposive
Sampling
- Entry- Exit Survey - Rubric Assessment
Pair Sample T- Test Frequency (IBM SPSS)
3. Summary of Findings Part I Phase 1: Need Analysis
The difficulties anatomy area found out is listed as, the area of head, hand, finger, feet, standing figure, action figure and a drapery drawing.
The common anatomy drawing problem occurs is listed as, unable to draw a straight line, unable to draw a circle line, lack of observation, poor rendering skill, lack of motivation and losing learning interest. This is in line with statement found on the book of natural way to draw, the write says, student often to give up drawing and because they find the exercises burdensome (Nicolaides, 1942).
The proposed of RE-Sketch module development and implementation is highly agreed and fully supported by the entire respondent involved.
The implementation of RE-Sketch is expected to increase the student motivation and interest toward learning Anatomy drawing lesson.
There is requirement needed to implement the RE-Sketch module as a supporting material in Anatomy drawing lesson.
This finding of interview with lecturers of Graphic Design have created a need to develop and implement RE-Sketch module. Another need analysis will be created by taking a student as a respondent base on this interview finding content. Due to both respondent student and lecturer need, then researcher will easily get the relevant reason and sort out with realistic needs by the subject and problem occurs.
3.1 Summary of Findings Part Ii Phase 1: Need Analysis
Most of the student are agree with the most difficulties anatomy area is the head. This is measure by 59.3& from the analysis. Head is one of two the most important aspect in human anatomy that are revealing the one’s individuality and character (Reed, 1976).
Most of the student are agree with the common problem occurs during anatomy drawing lesson is lack of observation. This is measure by 48.3% from the analysis. This is in line with Nicolaides (Nicolaides, 1942) said, the only ways to draw perfect in natural ways is through an act of correct observation.
Student are determined to have a prior knowledge on using sketch template before. This is measure by 62.1% of the whole population is found familiar with sketch template.
There are 59 out of 60 students are agree that sketch template will help them learn better on Anatomy drawing lesson.
Based from both of the analysis, we can clearly summarize that, the sketch pad is acceptance by and all of them find out and expected the template will help them learn better on Anatomy drawing lesson.
Due to this finding, the researcher will bring out all the important content and applied to the next chapter (Design & Development).
4. Phase 2: design & development
This chapter will cover all the product making process in detail. This chapter is purposely to answered research question number one (1) and two (2) in Phase 2 of research design. Based from the need analysis from six (6) expert and 60 students, all the finding will be implemented and included in the products. Before proceed with the usability test with the student, two experts in GDT156 course has been choose to set a standard and evaluated both of the slide and sketch- pad developed.
Figure 4.0.2: Design & development flowchart
Figure 4.02: Mayer Mental representations
Figure 4.0.3: Brand new Mental model (RE-Sketch stages)
5. Results of The Evaluation
The RE-Sketch module usability test was evaluated not just by several procedures but also based on three point of views, which is from the students, teacher and the researcher. As stated on the phase 3, the implementation process is setup with a multiple strategy in order to support the data collection. Figure below is the evaluation process flowchar
To make certain of the whole process of evaluation, these table below is the summary of each evaluation specify arrange in details.
Evaluation Type of Evaluation Results of
Evaluation Evaluator (E) / Respondent (R)
First Entry- exit survey
- Diffrenciate analysis SPSS (paired sample T-
Test)
- The Researcher (E) Students (R)
Second Rubric Assessment - Descriptive analysis SPSS
- Lecturer (E) - Students (R) Figure 5.0.1: Evaluation process flowchart
5.1 First Evaluation Result
The researcher did a Paired samples T-Test to analyze the differences between Entry and Exit survey result to see the usability of the RE-Sketch module based on the student evaluation
Paired Samples Statistics
Mean N Std. Deviation Std. Error
Mean
Pair 1 Entry Total 20.20 30 4.708 .860
Exit Total 26.40 30 4.643 .848
Table 5.1.1: Paired samples statistics table
Based on the paired samples statistic table above, the mean for the entry survey total mark is 20.20. The mean for exit survey total mark is 26.40. The standard deviation for entry survey is 4.708 and for the exit survey is 4.643. The number of participants in each condition (N) is 30.
Paired Samples Correlations
N Correlation Sig.
Pair 1 Entry Total & Exit Total 30 .592 .001 Table 5.1.2: Paired samples correlations table
Based on the paired samples correlations table above, the entry survey and exit survey total scores are significantly positively correlated (r = .592)
Paired Samples Test
Paired Differences t d
f Sig.
taile(2- d) Mean Std.
Deviati on
Std.
Error Mean
Confidence 95%
Interval of the Difference Lower Upp Pa er
ir 1
Entry Total - Exit Total
6.20- 0
4.221 .77
1 -
7.776
4.62- 4
8.04- 4
29 .000
Table 5.1.3: Paired samples test table
Based on the paired samples correlations table above, the Sig. (2- Tailed) value is 0.000. This value is less than .05. Because of that we can conclude that there is a statistically significant difference between the entry survey and the exit survey scores.
Since our paired samples statistics table revealed that the Mean number of exit survey
total scores is greater than the entry survey total scores, we can conclude that student significantly performed better end of the program more than on the earlier program. On average, the exit survey scores six (6) points higher than the entry survey scores (95% CI [7.771, 4.623]).
5.2 Second Evaluation Result
The researcher did a descriptive Frequency analysis to analyze rubric score frequency distribution, in order to see the usability of the RE-Sketch in student sketch work.
Rubric Total
Frequency Percent Valid Percent Cumulative Percent
Valid 6 1 3.3 3.3 3.3
7 2 6.7 6.7 10.0
8 9 30.0 30.0 40.0
9 4 13.3 13.3 53.3
10 7 23.3 23.3 76.7
11 3 10.0 10.0 86.7
12 1 3.3 3.3 90.0
13 2 6.7 6.7 96.7
14 1 3.3 3.3 100.0
Total 30 100.0 100.0
Table 5.2.1: Frequency table
Based on the Rubric frequency table on table 6.5, the highest score is 14 and the lowest score is 6 and both of the score share the same frequency, which is only one frequency. The highest frequency is fall to 8 score, which is reach 9 frequency. According to the frequency percentage, the 8 score is the highest percentage among all (30%).
Student Sketch Work Benchmark
Figure 5.1.1: The highest score (14/15)
Figure 5.1.2: The average score (08/15)
Figure 5.1.1: The lowest score (06/15)
Table 5.1.2: Frequency Pie Chart 5.2 Summary of The Second Evaluation
Based on the student sketch works during the test, the researcher has implemented a rubric assessment in order to determine the RE-Sketch usability on assisting the student during anatomy drawing lesson. The Rubric will be marks by the lecturer in charge. During the marking process all the sketch work will be numbered and the name of student will be removing to avoid bias and unfairness to occur. According to the frequency analysis result produced by the SPSS software, 18 student archive more than 50% marks and the other 12 students are lower than that. This is considered more than half of student is archive highest scores, but somehow only one (1) student manage to get a full score. The highest scores are 100% and the lowest scores is 3.3%. The highest student frequency is on the score of 40%, which is 9 students has shared the same score. There other higher frequency score is on 76.7%, which is 7 times occur during the student. Based from the whole score percentage, 90% of the whole respondent is score more than average which is 7.4 point and left only 10% respondent is score below the average point. Since the highest and lowest scorer is low, the average scorer is high, and we can conclude that majority of the scores is on average level.
5.3 Third Evaluation Result
The third evaluation result is acquired from the field observation based on the video footage during the test day (figure 6.4). This video is randomly recorded by two researcher assistants. The objective of this action is to examine and observe the student body gesture and reaction during the test. Based on the video recording then the researcher is required to interpret and analyze each situation in order to come out with a
3% 7%
30%
14%
23%
10%
3% 7%3%
Rubric total score
6 7 8 9 10 11 12 13
6. Conclusion
In conclusion, this study was aimed on designing and developing RE-Sketch to assist the GDT156 courses on anatomy drawing lesson, specifically for Diploma in Graphic Design student. This study used DDR as the fundamental research design by adapted to the ADDIE model (Design & Addie, 2009), supported by Scaffolding theory (Berk &
Winsler, 1995b), Self- Efficacy theory (Bandura, 1997) and Mental model (Mayer, 2001).
The ADDIE model consisted of Phase 1: Analyze, Phase 2: Design and Development, Phase 3: Implementation and Evaluation.
In Phase 1: The Need Analysis, two (2) types of data were gathered to ensure that the RE-Sketch is significantly needed by the targeted group. On this phase, semi- structured interviews and an open-ended questionnaire survey was conducted on six (6) experienced lecturer and 60 second semester Graphic student.
In Phase 2: Design & Development was the main part of the research. The RE- Sketch module (sketch-pad & PowerPoint slide) was constructed based on two (2) expert’s consultation (one expert in sketching and the other one, is expert on graphic presentation).
To make certain both of product is up to standard, the expert did two (2) times evaluation and give a recommendation for improvement of the RE-Sketch module.
In Phase 3: Implementation and Evaluation was the final step in constructing the RE-Sketch module. Thirty (30) second semester Diploma in Graphic Design student was purposive selected as respondent to evaluate the usability of the RE-Sketch module. During the implementation of RE-Sketch, the researcher distributed the entry- exit survey as the first evaluation tools. The second evaluation is after the usability test completed, one of the lecturers will do a Rubric assessment to examine the frequency and interpret the usability of RE-Sketch implementation, and the final evaluation is through a field video footage transcription. There is five (5) potential video selected observe and interpret by the researcher.
In conclusion, the whole process of this study is running smooth. All the respondents are very supportive and highly accepted to the concept of RE-Sketch. The researcher hopes the RE-Sketch concepts will be implement not only for the anatomy drawing lesson but also in other area of illustration subject. Based on some view and sharing experience by the lecturer, they found that the ideas of RE-Sketch is interesting to re-new the drawing perspective especially to the Graphic design area, which is non-priority to the manual drawing skills. This is actually in line with what been said on literature section, where the old models of learning are needed to be re-new because the demand of culture shifting among young generation (Heller, 1998).
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