Abstract
In the scope of Phenomenography, this study had as objective to evaluate and map university students’ conceptions on learning artistic drawing. A group of sixteen students from a free drawing course was interviewed, among other aspects, on the nature, the process and the context of learning artistic drawing. The answers, submitted to a thematic analysis, showed the distinction between a representation of that learning as something more passive - copying observed realities through techniques and practice; in the academic environment - and something more active - personal expression through the understanding of what is perceived and of personal changes, in a broader environment. A middle-term representation also emerged, which defines learning of drawing as something intermediary - perceptual development, representation of perceptions or of imagination, creation of techniques. Awareness of conceptions of learning drawing might be a possible modification factor of those conceptions. Thus, the taxonomy that results from this study can help students, teachers and technicians in the diagnosis and intervention on that type of conception.
Conceptions; Evaluation; Learning; Phenomenography