Teaching sketching and its effect on the solutions produced by novice designers

Previous research by the authors showed that novice designers do not use sketching as a way to explore and communicate a design proposal, but move immediately to three-dimensional modelling. Neither do they generate multiple solutions. Furthermore, they lack the skills to readily explore their ideas and communicate them to others. The follow-up study described here addressed the questions: How can two-dimensional modelling be taught to students so they are better able to express their ideas? What is the relationship between the ability of a student to make two-dimensional models and the quality of design proposals? What specific skills, knowledge and materials are required for both teaching and learning sketching? Sixteen Year 7 students were divided into eight single-sex dyads. Four received instruction in freehand sketching. Four received no instruction and acted as a control group. The eight dyads were videotaped while producing a solution to a common design brief. Analysis of the data has provided insights into the effects of instruction on the proposals produced by students, as well as feedback on the efficacy of a set of materials for teaching sketching.