Drawing is widely called upon across the secondary curriculum and has been made more prevalent by the Department for Education’s (2015) review of art and design GCSE subject content. Drawing is increasingly viewed as an essential part of the curriculum, underpinning many aspects of study. It is a means of both making sense of the world and communicating ideas. However, what can a teacher do when a child exclaims, ‘I can’t draw’? This research was designed based on the lack of confidence seen in students with regard to their drawing capabilities. There are many perceived barriers to the acquirement of drawing capability, particularly where there is a culture in place that views drawing as an instinctive talent, which Dweck (2017) refers to as a ‘culture of genius’. In an attempt to change the perception that they couldn’t progress their drawing capabilities, students were given a range of different drawing strategies to trial, based on work from Lane (2010) and others.
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