Choosing example topics to visualise – Example 1b – “Improving Your Drawing” – THE BOARD GAME – Masters Degree

Module 4

The Board Game itself.

Plus some notes from User Test 001 (Thurs, 17th Jan). Early sketches can be found HERE (from way back in October 2011):

Board Game of Drawing 00 SMALL FOR TEST PRINTThe Board – Click to Enlarge


Two Spinner/Dreidels the one on the right is the standard one used by players at the start, the second by players further on in the game.

The rules – Using the pencil stemmed Spinner/Dreidels (above & below)


The players start from the bottom left of the board using the pencil stub player pieces and progress through various “snake and ladder” style hazards and rewards all with reasons/explanations rooted in the Psycho-motor Taxonomy of Bloom (plus Dave, Simpson and Harrow), and at this stage, personal anecdotal evidence of Art School Students struggles and abilities to advance their engagement with this essential design tool (i.e. Drawing), gleaned from several years teaching as well as my own experience, advancing my own skills.

These stages are overlaid (albeit somewhat simplistically) with the idea of the Atelier method of learning (used in the realm of craft from before middle ages until the rise of modern public education systems in the Academia style), via the system of Apprentice, Journeyman and Master.


Later rules added to the board upon initial testing (user test 001) – Mastery of Media Cards and Investigation Cards are to be picked up and read or tasks performed at which point the player places them at there side of the board. Upon collection of four of the same of either groups of cards a player can trade them in (placing them back at the bottom of the card packs) for a FREE TURN (the ability to discount a previous roll) or and Additional Turn.


Players that land on Green Squares are told they have made a positive decision regarding there engagement with drawing, and so advance more quickly than those who haven’t. Players that land on Red Squares are shown examples of backtracking behavior and subsequently backtrack in the game too. Players who land on an Amber Square have to Roll/Spin/Throw odd or even numbers to decide on a positive or negative action regarding commitment to their craft/learning.

Others squares are action squares that draw a card (above), or demand a task. Players that land on a Winged Pencil square will draw a card from the pile marked Mastery of Media and be asked to perform a drawing/sketch task (in the sketchbook provided or their own). Players who land on a square marked with a book will pick up a card from the Investigation pile which will have on its reverse a quote by a practitioner on the process of Drawing and learning to Draw, some will reference books, others video interviews (the idea being students may write these down to seek them out later). Players who land on the square marked with the Artists Palette (this icon needs revising – as it is somewhat incongruous at this stage) will have to write down the name of an artist (Historical or Contemporary, Traditional or Digital) in the note pad provided, no player landing on the Palette squares can name the same artist again, this could provide an ongoing resource for students lacking inspiration or any prior knowledge of Art & Design.

An initial test of the game with mixed year Games Design students (user test 001) evidenced excitement at the the idea of developing strategies of the game, the rewards and competition elements, and getting down to playing it. Some reticence was noted at points where regret over some of the students individual prior engagement with drawing (“I wish I’d kept at it” etc), as well as some acceptance of there own part in their own lack of progress, perhaps through a, seeing the whole journey on the board and noting their current (actual not game) position, and b, perhaps by seeing themselves mirrored in some of the game square examples (this could be positive, I need to discuss this with the education dept perhaps).


Also perhaps some qualitative feedback forms would be of benefit for data gathering directly after students have played – looking at how playing this game has made them reflect on their own progress and ambition with regards to drawing. This would clearly then prove any efficacy in this method of active discussion of the Subject of Drawing.


More work and User Testing will be performed on this prototype. Prior to revision or expanding into other subjects. All of which could be perhaps linked – I’d been thinking of perhaps creating the board so it might interlock with other subject areas (see sketch below).


This thinking had come about whilst developing another visualised metaphor involving jigsaw imagery (below).

Screen shot 2013-01-10 at 08.55.23

~ by hesir on January 17, 2013.

One Response to “Choosing example topics to visualise – Example 1b – “Improving Your Drawing” – THE BOARD GAME – Masters Degree”

  1. […] retouched version of the board game with arrows showing the primary pathway through the […]

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