Models for sketching in design education

Complex technologies and numerous fields of specialisation demand and distract learners’ attention in design education today. In stark contrast to an environment of ‘undo’ options in software, drawing encourages and reveals the unexpected. As types of drawing discussed in this paper do not require complex tools or specialist knowledge, the sketch can also serve as a democratic means of communication, effectively helping to contribute, explain and identify.
This paper looks to formulate models for sketching towards idea development. These models will facilitate different learners and cultivate chance and serendipity. Research by Rudolph Arnheim, Gabriela Goldschmidt, Dianna Petherbridge, Howard Gardner and others will form the basis from which to analyse the models. Furthermore, the paper aims to connect the contribution of the sketch in the arts, sketching’s function as a generative method for idea development and, how the process of sketching informs best practice in design education.
BA (Hons) Graphic Design and Illustration students had been interviewed about how they develop, refine and solidify their ideas and the role of technology in that process. Each of the sketching models had been tested with students and they had been interviewed about their experiences afterwards. Samples of the outcomes are presented as well.