The role of hand drawing in basic design education in the digital age

Abstract

In the last decennia, hand drawing has been slowly moved out of the curricula in architecture schools and the teaching of computer skills has taken over. It has also created an 'intellectual dichotomy of viewpoints'; the digital and analogues. The question now is how to find a new balance for teaching basic design in architecture schools. This paper, partly reflective, partly research, will elaborate a viewpoint and a general approach of how hand drawing can be part of contemporary curricula in design schools. In the first part we will analyse some new insights that can be developed on the basis of results of research in drawing and in cognitive sciences. Hand drawing, representation and visual thinking will be the key issues to be dealt with. In the second part we will set up a conceptual framework for curricula in design schools with special attention to hand drawing, design and studio teaching. One of the conclusions is that hand drawing not only needs to be fully integrated with digital techniques in order to be used as design tools but it needs also to be integrated into the entire curriculum to be effective. Another important aspect is that hand drawing has more functions in design teaching; learning to see and to think visually are key issues that need an active approach in any design school.

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