Art Learning

Designed the unit of practice as one day rather than one lesson: a short prompt, a drawing on paper, a photograph of it, and a visible mark that it happened.

Framed progress as an accumulating body of work — a gallery that fills up — instead of a completion percentage.

The learning design got further than the implementation, and the two never caught up with each other.

Numeric scoring kept presenting itself as the obvious mechanic and kept being wrong for beginners, who are supposed to draw badly for a while.

Can encouragement be specific enough to be useful without turning into grading?