Sketching to develop your critical thinking 

Arum and Roksa (2011) observe that students are not developing capacities for critical thinking, even though the development of such capacities is considered the principal aim of a collegiate education. The aim, through encouraging critical reflection by means of freehand drawing, is to create a learning space orientated towards helping student construct a more sophisticated understanding of the world (Dehler et all,2004).Arts-based learning presents a more holistic way of comprehending the world than is offered by ‘the traditional tools of logic and rationality’ (Page and Gaggiotti, 2012: 74)Employing freehand drawing in the classroom provides a means for exploring taken for granted assumptions that may influence students as critical beings. Indeed freehand drawing permits students to create what they see/think. In so doing, it sharpens their observational skills, enables rapid and accurate recordings of data, and requires students make explicit and tangible their understanding of abstract/complex ideas/processes (Ridley and Rodgers, 2010: 1)Another benefit of freehand drawing in the classroom is that it is an equaliser and icebreaker, an activity that produces laughter, humility and rapport. Thus, through the use of freehand drawing, we are seeking to encourage the liberation of the mind by allowing the student the freedom to contribution to our ability to problem solving (Marshall, 1995).The use for freehand drawing, therefore, it is intended to meet the calls by bar tune et all (1983) for “developing complicated understanding” and by Dehler et all (2004) for “creating richer complexities” in critical thinking that serve to question what is presented as “the one true way” (stepanovich,2009,p.726). In this respect, images possess great values, as they have the potential to economically encode significant quantities of complex information (Ridley and Rogers, 2010: p.2)