The paper “Drawing Lab” by Michelle Salamon explores the association between drawing and memory through a series of workshops, positioning drawing as a tool for learning and encoding information. Encoding is the process of modifying information to make it storable, whether visually, semantically, or auditorily. Through my own teaching practice, I have observed that drawing enhances encoding, storage, and retrieval of memories, particularly when used in digital fashion design and illustration.
In my experience teaching Adobe software and CLO3D, I recognize that drawing is more than a representational skill, it is an active and exploratory process that aids comprehension. For instance, when teaching students how to create vector illustrations in Illustrator, I emphasize sketching as a method for refining ideas that offers a quick exploration of designs. This aligns with the kinesthetic learning theory (Oxford University Press, n.d.), which suggests that physical engagement enhances cognitive retention. By drawing initial concepts before digitizing them, students interact with the material in a way that strengthens their learning and recall.
Additionally, the transformative nature of drawing aligns with constructivist learning theories, particularly Tversky’s (2011) concept of “constructive perception.” Tversky argues that perception is an active process in which individuals shape their understanding through interaction and reinterpretation. This idea supports the notion that learning is strengthened when students engage with material through exploration and personal interpretation. In my workshops, I have noticed that students who engage in freehand sketching before transitioning to digital tools often produce more innovative designs. This unpredictable and exploratory aspect of drawing fosters creative breakthroughs, as students reinterpret information through their own lens rather than simply replicating it.
I encourage students to engage in layout exploration and mini thumbnail sketches before working digitally. In graphic design, a thumbnail sketch for layout refers to a quick, low-fidelity drawing used to explore and communicate different design concepts and solutions (Mural, 2025). This method allows students to efficiently plan their compositions, reducing time wasted on excessive adjustments when working directly in InDesign. Since InDesign functions best when the layout is already structured, thumbnail sketches serve as a roadmap, ensuring effective time management. Sketching first helps avoid unnecessary fiddling in digital tools and allows students to focus on refining their design rather than struggling with technical aspects too early in the process.
Exploring layout for an Art magazine spread
Furthermore, drawing serves as an autobiographical and reflective practice (Berger, 2012). In my own work, I encourage students to document their design process through sketching, which helps them internalize and critically analyze their creative decisions. This approach aligns with Kolb’s experiential learning cycle (1984), particularly the reflective observation stage, where students evaluate their work and iterate on their designs based on their insights.
In essence, integrating drawing into teaching practice has reinforced its role as a cognitive and creative tool. By combining traditional sketching with digital techniques, I support students in developing deeper conceptual understanding and more personal connections to their work.
For further context on drawing in relation to human memory and Salamon’s case studies refer to my notes “Drawing as a Form of Encoding“
Bibliography
Berger, J. (2012) Berger on Drawing. Edited by J. Savage. Aghabullogue, Ireland: Occasional Press.
Kolb, D. (1984) Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice Hall.
Mural (2025) Thumbnail Sketching. Available at: https://www.mural.co/templates/thumbnail-sketching [Accessed 6 February 2025].
Oxford University Press, n.d. Kinesthetic learning. In: Oxford English Dictionary Online. Available at: https://www.oed.com [Accessed 6 January 2025].
Salamon, M. (2018) ‘Drawing Laboratory: Research Workshops and Outcomes’, Spark: UAL Creative Teaching and Learning Journal, 3(2), pp. 131–141.
Tversky, B. (2011) ‘Visualising thought’, Cognitive Science, 3(3), pp. 499–535.