Abstract
This paper examines the educational effects of drawing artworks from memory, focusing on elementary school students and young children, from the perspective of stored shapes. Children from age 4 to age 12 underwent a program in which, after looking at an artwork, they drew two sketches, one from memory without looking at the work and one from observation while looking at the work. By comparing the drawings at the object level of stored shapes, it was possible to realistically examine children’s consciousness and sensitivity. The children’s artistic awareness was strongly reflected in the sketches from memory. The memory sketch program was found to enhance the accuracy of senses of shape, color, and impression, and to create higher-quality consciousness and sensitivity.
