Drawing in the art history classroom: Why is it not enough to listen and look?

This article examines the integration of drawing activities into art history education as a key component of multimodal pedagogy, using the University of St Andrews' honours module "Raphael and His Reception" as a case study. The practical seminar "Drawing like Raphael" engages students in hands-on experimentation with historical drawing materials and techniques to deepen their understanding of Raphael's artistic process, materiality, and workshop practices. This experiential approach fosters active learning by encouraging sensory engagement, close observation, and reflection on artistic labor, while also promoting creativity, collaboration, and resilience in the classroom. The article argues that incorporating drawing into art history teaching enhances students' visual interpretation skills, memory retention, and emotional connection to the subject, bridging the gap between theoretical knowledge and artistic practice.