The aim of this study is to reveal if there is any difference in students’ opinions and motivation levels about drawing education and instruction before and after interdisciplinary art practices based on the relation of art and mathematics. The study was carried out with embedded design among mixed research methods. Study participants consisted of 10 first-year students taking the course “Drawing-I” for the first time as a part of their undergraduate study at Art Teaching Department in Education Faculty of a Turkish state university. Study data were collected by using the “Drawing Motivation Questionnaire”, a “Semi-Structured Interview Form” and a “Self-Assessment Form”. It was found that the content, activities and practices covered in the course of drawing instruction through interdisciplinary relation of art and mathematics increased students’ motivation levels. On the other hand, the aspects of drawing education such as techniques, knowledge and skill development increased students’ anxiety in applied courses because of aesthetic concerns and assessment anxiety. As another finding, interdisciplinary art practices improved students in associating art with various disciplines, learning the structure of drawing, model and anatomy, experiencing personal development, and increasing effectiveness in learning-teaching process. In light of these findings, it is recommended to plan the undergraduate drawing course applications in Art Teaching program within an interdisciplinary framework and to make sure that students participate in learning process actively by gaining outcomes from various disciplines.

Drawing, drawing instruction, interdisciplinary art practices