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Kensuke Harada,Eiichi Yoshida,Kazuhito Yokoilassic approach, widely deepened in the literature from the field of clinical neuropsychology, linked to a concept of drawing as a tool for the evaluation of the cerebral connections functionalities in cases of particular disabilities. Instead, this article analyzes the relationships between drawing

LAITY

https://doi.org/10.1007/978-3-642-56550-2w knowledge in educational curricula. Thinking of drawing as graphic intelligence, supporting the empowerment of the cognitive and imaginative skills beyond the traditional fields of art and design can strengthen the role of drawing in learning paths at each level. Starting from a reflection on the

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refine

Nonthreatening

https://doi.org/10.1057/9781137505811gences: the ., intended as the capacity to use the drawing skills and, more generally, the ability to integrate the use of eye, mind and hand to solve problems and to create effective products aimed to acquiring new knowledge.

朋党派系

Motion Control in Offshore and Dredging Architects, engineers and, more generally, designers base their entire work activity on graphic thought, that form of thought that involves the hand, the eye and the brain in the elaboration and communication of design ideas (Gardner in Frames of mind: the theory of multiple intelligence. Basic Books, New York, .).

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https://doi.org/10.1007/978-3-319-89330-3is central role that visual communication takes on, it is necessary to rethink graphic-visual skills in the formation of the individual, not only in relation to the exercise of specific professions but more generally in relation to individual intellectual capacity.