Fifteen students in a Drawing I class at Mississippi Gulf Coast Junior College participated in an experimental module on gesture drawing based on operant conditioning theory. Students ranged in age from 18 to 50, all with previous art instruction at the high school level. After responding to questionnaires in which they offered suggestions about course planning, students were exposed to a learning module based on the systems approach and behavioral objectives which was designed to incorporate pre- and post-testing, extensive media presentations, individual teacher conferences, and independent study. Evaluation of student drawings was performed by the interacting classroom-instructor method, exposing the entire class to strategies employed by all the students in completing their drawings. This produced positive and negative peer reinforcement, giving an opportunity for instant feedback to students and motivating a more creative classroom discussion. Results of the experiment included a higher degree of completion among students, increased class motivation, and improved quality of drawings. The document contains the objectives, resources, and explicit instructions for the replication of this instructional design. Criterion measures are appended. (RT)