Why Did a ‘Well-Drawn Picture’ Become a ‘Copied Picture?’: An Action Research on Reconceptualizing ‘Drawing Well’ in Children's Art Education

Abstract

This action research critically examines the conflation of "drawing well" and "copying exactly" in Korean children's art education. Stemming from an art studio director's practical dilemma, it analyzes how sample-based instruction and art competition culture affect students' artistic experiences. Data collected from 2017 to 2026, including artworks, visual materials, and reflective journals, were qualitatively analyzed. The findings reveal that sample-based instruction and competition culture mislead students to equate copying with proficiency, constraining their imagination. To avoid the cognitive burden and fear of failure in public evaluations, students strategically chose to copy. However, introducing a phase of sketching from memory before using visual references effectively transformed students from passive copiers to active observers. In conclusion, "drawing well" must be reconceptualized as a holistic process where students visually organize their experiences and imaginations to establish independent aesthetic standards, rather than merely reproducing subjects. This study highlights the need for a paradigm shift from a teacher judging "correct" images to a "well-seeing teacher" who decodes the context of students' expressions.