USING SKETCHNOTE TECHNIQUE IN CLASS TO HELP NOVICE DESIGNERS IMPROVE SKETCHING SKILLS (original) (raw)
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Sketching: Friend or Foe to the Novice Designer?
International Journal of Technology and Design Education, 2000
Previous research by one of the authors showed that novice designers do not use sketching as a way to generate, develop and communicate design proposals, but move immediately to three-dimensional modelling. Neither do they generate multiple solutions.
2017
This thesis explores drawing education in product design education. Focusing on sketching as an indeterminate and questioning practice it is argued that drawing education must extend beyond skill training and offer learning situations in which sketching's dialogic potential is active as reflection-in-action. While the need for conventional drawing skills is acknowledged, purely instrumental definitions of practice and education, in general, are critiqued. An integrated educational project explores how and why we might extend design drawing education beyond skill training to encourage explorative and dialogic learning, drawing as learning; as noticing, communicating and refining sensitivities. An inquiry into lines as they relate to drawing and learning comes to function as a metaphor throughout the thesis. The decisive straight (learning) line is contrasted with lines that hesitate, deviate and meander. It is suggested that learning situations that create space for, and value, the indeterminate and dialogic potential of sketching help to produce learning experiences that encourage some relevant and abiding attitudes essencial to most design practices.
A VISUAL VOICE, SKETCHNOTING FOR ENGINEERS
E&PDE, 2018
This pilot study is part of an ongoing investigation, which explores how low fidelity visualization such as Sketchnoting, can support learning habits, as well as foster sketch and creative confidence. Sketchnoting is situated at the lower end of the visualization fidelity spectrum, which ranges from napkin style sketches to photo-realistic renderings or high fidelity info-graphics. It is a methodology that uses simple shapes, frames, and connectors to visualize complex information, concepts, and physical objects, thus it has a low barrier entry for skilled and non-skilled drawers, as well as for designers or non-designers alike. The main focus of this study is to investigate if supplemental materials such as visual templates or specifically developed notebooks with visual guides, plus frequent Sketchnote learning and practicing sessions will significantly enhance and positively influence the implementation of Sketchnoting in the day-today lecture note-taking and study practices of the students. For this exploration two 3rd year electrical engineering students were introduced to the methodology in a series of one-on-one sessions learning the basics of Sketchnoting over the course of several weeks. In collaboration with the students visual materials were investigated and developed to support their lecture note taking and study material development. The students were followed throughout the process lasting over a period of 16 weeks. This paper discusses the process of the pilot study as well as its outcomes and future implications for a large-scale investigation with a sizeable group of students and possible curriculum implementation.
Sketching is more than making correct drawings
the Design Society, 2011
Sketching in the context of a design process is not a goal in itself, but can be considered as a tool to make better designs. Sketching as a design tool has several useful effects as: ordering your thoughts, better understanding of difficult shapes, functioning as a communication tool, and providing an iterative way of developing shapes. In our bachelor-curriculum Industrial Design Engineering we developed a series of courses that addresses these effects in particular. As a result we see that students instinctively start sketching in an iterative manner, use sketching as a source of inspiration and learn that the whole process of iterative sketching helps in structuring, developing and communicating the design process. In this way the students become better sketchers and better designers.
Significance of sketch in creativity process related to graphic design education
Sketching holds significance for graphic design as well as it does in any other design process. The contribution of sketching to graphic design process comes in the form of generating new ideas and developing concepts. The solution of a design problem will not be the best one, if the designer uses technological tools, such as computers, directly in order to solve the design problem. The significance of sketching includes also the graphic design education. Even though computers are the mostly used tools in today's graphic design education, students should grasp the benefits of sketching. In this study, the role played in creative process by sketches that students do related to their projects during a course that is in the curriculum of a university's Graphics Department will be discussed.
Sketching – an Undervalued Tool in General Education
To Be or Not to Be a Great Educator
Sketching is one of the key activities that characterise the process of visualising ideas in the creation of design products and artworks. Sketching skills are necessary to record observations. In addition, sketching can be used to capture new information. In the new State basic education standard of Latvia, sketching has a noticeable place in both design and technologies and art. The study aimed to investigate the role of sketching in the general education of students – future teachers of primary school education, future design and technologies teachers, and future designers. A survey (n = 126) was used to achieve the aim. The results show that sketching is to a greater extent and more diversely taught in visual arts than in home economics and technologies. Almost a fifth of the respondents (19%) did not learn sketching in visual arts, and almost half (48%) – in home economics and technologies. Most respondents consider that a sketch is a rough idea for a work, a draft of a work, a...
Value of Sketching in Teaching Graphic Design
grafica
Design is a comprehensive discipline encompassing several processes, tools, and methodologies, to create and communicate solutions. This requires research, gathering evidence, creative thinking, designing, refining, testing and, foremost, conveying an idea to a specific audience with a purpose. Over the past decades, higher education institutions and, especially, design schools have deployed Computer Aided Design (CAD) software into the curricula. This undertaking provided students with new tools to design, develop and implement in a fast-paced society. Digital technology has undoubtedly caused changes to the design process that have still to be fully understood. (Oxman, 2006, pp. 229-265).
Sketchfest: Emphasising Sketching Skills in Engineering Learning
de Vere, I., Melles, G., Kapoor, A. (2012) SketchFest: Emphasising sketching skills in engineering learning. Design education for future wellbeing. The 14th International Conference on Engineering and Product Design Education (E&PDE2012).Artesis University College Antwerp, Belgium
Sketching is often described as the first language of designers and it is a critical skill for engineers and designers as it enables the multiple social and cognitive functions represented by drawing within product design and development. Drawing acumen is considered by industry as a core and indispensible skill in product design, highly efficient and free of the constraints imposed by sequential and logic based digital processes. It enables abstraction, embraces ambiguity, facilitates exploration and unexpected outcomes and provokes creativity through reflection and reinterpretation. It is apparent that any lack of ability to use drawing for creative exploration, reflection or communication can limit creativity, and constrain innovation and the efficiency of the design process. However digital design processes (i.e. CAD) have significantly impacted on the sketching skills of design and engineering students. The persuasiveness of screen-based outcomes has led a decline in drawing skill acquisition to the detriment of both design creativity and design communication. The resultant lack of sketching skills has impacted on students’ academic performance, their design confidence and creativity and their future employment potential. This paper describes SketchFest; a curricula initiative aimed at re-establishing drawing competency amongst engineering students in direct response to industry expectations. This new curriculum addresses industry concerns regarding graduate attributes through a targeted program that embeds sketching skill development throughout the learning journey.
Improving the sketching ability of engineering design students
2017
From improving spatial visualization skills to concept generation, sketching is both a useful practice and a powerful tool for engineering designers. The method of teaching free-hand sketching in engineering courses has changed little in recent decades as CAD programs become more prevalent. This paper discusses a new method of teaching free-hand sketching in engineering design using pedagogy borrowed from Industrial Design curricula focusing on perspective sketching. An experiment comparing pre-and post-course sketches shows how the perspective method and more traditional method of teaching sketching impact students' sketching ability. The experiment finds that students in the perspective-based sketching course are more likely to improve their sketching ability over the course of the semester. Observing improvements in sketching ability could lead to observations in correlations between sketching ability and other necessary skills in engineering design. These observations could greatly impact our understanding of successful designers and how to train students in engineering design courses.