Enhancing Adobe Illustrator Teaching Through Object-Based Learning
My session aimed to test a method of making the teaching of technical aspects of Adobe Illustrator more engaging to students by comparing the Digital Pen tool with Analogue pencil drawing. I wanted to contrast the Digital Pen tool (commonly used in Adobe Illustrator) with its traditional counterpart, the Analogue pencil, ‘by doing: how they scrutinise objects and, as a ‘community of practice’ (Lave and Wenger, 1991; Wenger, 1998) engage in active learning (Biggs, 2003), work in groups and share their initial response to objects, discuss their interpretation and evaluation of the designs, and work together towards their judgement to foster deeper understanding.
I also used Object-Based Learning theory so in this case drawing tools became vehicles for learning. Dr. Kirsten Hardie’s work on object-based learning explained that by engaging students in active learning and encouraging group discussion, I aligned with the principles of a “community of practice”.
I wrote a Lesson Plan, personal notes, an Introduction Presentation, a Conclusion Presentation, and a Worksheet for students to note their reactions down for a group discussion. A detailed account of my intentions can be found in my Lesson Plan and Personal Notes which are attached below.
I provided paper, pencils, iPad, Stylus, Stylus Brush and printed worksheets.
My initial presentation clarifed that the exercise was not about drawing quality but focused on mark-making. This encouraged non-judgemental exploration and open comparison of the objects.
I structured the session with two activities: one using a pencil and the other with a digital stylus on an iPad. Participants in groups swapped between the two activities, allowing them to experience both methods.
Following the practical part of the session, I asked the students to quickly clarify thoughts in their group, then we held a whole group discussion including feedback that each student had experienced a new aspect of drawing, such as the use of a Stylus Brush. Participant feedback also highlighted that they enjoyed the session, and would have liked more time to explore the differences. This aligns with the principles of active learning and curiosity-driven exploration.
For the future, although not used in this session, I would expand the activity in my BA Adobe Technical sessions for students to explore more deeply Digital vs. Analogue realms, recognising that students often encounter digital tools (like styluses on iPads) but may lack experience with vector drawing using the Illustator Pen tool. I would aim to bridge this gap and enhance their understanding of paths and anchor points, through Analogue means such as Analogue Drawing.
I would also relate it to Industry, acknowledging that the Pen tool is widely used in industry alongside tablets and styluses, to provide practical context. This decision connected classroom learning to real-world applications.
Bibliography:
Hardie, K. (2015). Innovative pedagogies series: Wow: the power of objects in object-based learning and teaching. Associate Professor, Arts University Bournemouth.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
Chatterjee, Helen J., and Leonie Hannan. Engaging the Senses: Object-Based Learning in Higher Education, Taylor & Francis Group, 2016.