Upper Secondary School Students’ Conceptions of Learning by Drawing

In this study we examine upper secondary school students’ conceptions on learning by drawing. Five (5) upper secondary school students studying in an arts-based teaching program were interviewed for the study. The results, obtained through phenomenographic analysis, describe the students’ conceptions on the nature and contexts of drawing and the relationship between drawing and learning. The students perceived drawing to be mostly helpful, but support from the teacher is crucial. The study provides novel information to further deepen the general understanding about learning within arts-based subjects within Finnish upper secondary education, where metacognitive skills, agency and critical thinking are crucial.