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Observational Drawing for the Earth Sciences: Year One Findings

Sara Schneckloth, University of South Carolina

Observational Drawing for the Earth Sciences is motivated by the question of how skill improvement in perception-based drawing may positively impact student engagement and performance in the context of university geology and geography education. Whether drawing rock outcrops in the field, handheld mineral samples, or thin sections under a microscope, observational drawing plays a pivotal role in data collection, interpretation, and conceptual understanding in the earth sciences.

There is an extensive body of research regarding the overall role and impact of drawing in science education; vitally, findings from Scheiter et al (2017) point to improved learning outcomes for middle school students who possess a more highly-developed set of drawing skills than their peers. Unfortunately, basic visual art education in primary and secondary schools in the US is in decline, and students are often not taught how to draw for accuracy. Many science teachers may be able to share basic elements of sketching with their students, but supplemental training in observational drawing can potentially improve students’ ability and enthusiasm to draw. In a review of literature, I encountered a paucity of resources for teaching university-level geology and geography students *how* to draw within the context of earth science laboratory and field research.

I sought to address this gap by researching, developing, and delivering Observational Drawing for the Earth Sciences, a pilot curricular project that combines online, self-paced, perception-based drawing tutorials with geology-specific examples and resources. Delivered in Spring 2024, the pilot course was comprised of eight pre-recorded 40-minute online studio classes relating to line, value, texture, proportion, angling, perspective, and seeing spatial relationships, live online practice sessions, and access to additional geology-specific materials. The course was delivered to a volunteer group of thirty undergraduate and graduate students majoring in earth sciences in the University of South Carolina’s School of Earth, Ocean and the Environment. Students were asked to report on their experience and comfort level with drawing prior to taking the course; the majority did not have prior drawing experience, were “neutral” or “uncomfortable” with drawing, and were eager for the opportunity to improve their skills. Over the semester, students were encouraged to share their images and work in process and to self-report on improvement and challenges. While further assessment of the impact of the course is needed, preliminary findings indicate improvement in students’ accuracy in seeing and drawing, and a growing enjoyment of drawing as a process for discovery and stress-reduction.

By providing earth science undergraduates with an extended opportunity to learn, practice, and enjoy basic observational drawing in a structured, inquiry-based, and often playful format, the project builds perceptual skills, enhances ability to observe and record phenomena, and allows students to engage in creative activity that complements their coursework and academic interests. Going forward, the aim is to further develop the project within contemporary university earth science education, with an emphasis on how skill-based observational drawing can strengthen students’ perceptual acuity and creativity.

Keywords: geological drawing, geographical drawing, earth science drawing, field sketching, observational drawing