Recent research findings demonstrate that drawing significantly enhances memory recall compared to writing, particularly for individuals who struggle with memorizing written words. Those who easily remember written words also remember their drawings more easily than written words in the long run.

Art educational therapy (AET) is a therapeutic and educational method where drawing is applied simultaneously for both emotional and learning purposes for children who have experienced stress and/or trauma. The innovative potential of memory drawing for enhancing memory retention and processing trauma will be explored in this presentation.

A quantitative research study, which will be introduced, consisted of asking 134 children and 262 adults to draw and write the meaning of words and then to recall those words after varying time periods. Participants were divided into subgroups based on their ability to recall the greatest, moderate, or fewest words. The difference in the number of recalled words and drawings was then compared between subgroups with varying memory capacities for written words. The results of the study demonstrated that children and adults who struggle to remember written words are able to remember their drawings much more easily. The difference is so great that children in that group were generally able to recall their drawings about 45 times more easily than the words they had written three weeks earlier. Individuals who easily remember words also remember drawings more easily than written words in the long run, according to the findings of the research.

A related case study of children who had experienced stress and/or trauma and were dealing with specific learning difficulties will also be reviewed. Grounded theory research methodology was applied to develop an initial theory of the art educational therapy (AET) method. Memory drawing is a component of AET.

Vignettes derived from the case study conducted with one of the children who participated illustrate how feelings of vulnerability stemming from memories of stress and/or trauma can be processed through memory drawing while simultaneously memorizing coursework material. Indications were found that the unique integration of therapeutic work and coursework learning through memory drawing in AET has the potential to aid both emotional processing and containment, as well as in memorization. The study reveals the way in which drawing facilitates the processing of emotions caused by difficult experiences while simultaneously strengthening learning pathways, particularly memorizing coursework material.

The implications of memory drawing, emphasizing its role in bridging cognitive and emotional development, will be highlighted. The paper will provide insights insights into how this approach fosters emotional well-being, strengthens learning pathways, and provides an innovative complement to traditional methods of education and art therapy.

Keywords: Memory, drawing, coursework, art therapy, emotions.