Role of expression techniques in interior architecture education

Conference: ERPA International Congress on Education (ERPA) -- Location: Istanbul Univ, Istanbul, TURKEY -- Date: JUN 06-08, 2014The Interior Architecture education is examined based on "sketching and presentation" within the framework of "design" by looking into the application patterns, materials used, education, processes and results of these two methods and by providing relevant examples. In the study discusses the knowledge of design, universities providing education, interior architecture presentation process, perspective and focuses on the role of expression techniques in the interior Architecture education. In parallel, the expression techniques are associated with the concepts of design, sketching and presentation, their essential role in Interior Architecture education and the need to convey this skill through education arc highlighted.ERP

Line by line, part by part : collaborative sketching for designing

While sketching has an established role in professional design, its benefits and role in design education are subjects that invite research and opinions. We investigated how undergraduates studying to become design educators and textile teachers used sketching to generate and develop design solutions in a collaborative setting. The students were given an authentic design assignment involving three detailed tasks, one of which was 2D visualisation by sketching. Adopting a micro-analytical approach, we analysed the video-recorded visualisation session to understand how teams used sketching to collaborate and to generate and develop design solutions. To that end, we set three research questions: (1) What ways of collaborative working are reflected in actions of sketching? (2) In what ways do sequences of collaborative sketching contribute to designing? (3) What kinds of collaborative sequences of sketching advance designing? Our analysis identified three collaborative ways of sketching (co-ordinated, collective and disclosed) and confirmed that sketching is an important facilitator of mutual appropriation, adaption and adoption. Next, we identified three ways of contributing to designing, as well as three functions and six capacities for advancing designing. Our analysis shows that sketching can lead to invaluable advances in designing, although each team had its own way of using and benefiting from sketching. We further consider that the teams' diverse sketching processes and rich content owed, at least in part, to the task structure and imposed constraints. We continue to see sketching as an important design tool, one among many.Peer reviewe

Where have all the ideas gone? An anatomy of sketch inhibition among student designers

A peer reviewd, international conference with published proceedings. Open accessThe reluctance of student designers to engage in sketching during the early stages of their processes is an increasing phenomenon, observed on a continual basis within higher education, and one with marked effects on design quality. An investigation into the causes and symptoms of sketch inhibition identifies social, personal and skill-set shortfalls among students together with a favouring of digital tools. A lack of understanding of the functions and benefits of sketching together with an assumption that design sketching is intuitive and requires no tuition have led to its neglect. An anatomy of sketching and its particular qualities is presented, concluding with the issues that higher education needs to address. These include a greater awareness of digital and manual tools and design-specific research types, together with the need for a revised pedagogy for design sketchin

Understanding the Roles of sketching in product design

Sketching is an essential part of the tradition and practice of design. However, despite the extensive literature on the subject, the roles of sketching in the design are still not fully understood. Therefore, this PhD study was carried out to understand the roles of sketching in the product design field and to develop the means to support the design sketching process. Hypotheses emerged from the review of the literature and led to three descriptive studies: a pilot study to identify the roles of sketching in design; a survey of design students; a survey of design professionals. Data collected from these studies were used to test and verify the hypotheses. It was found that the major roles of sketching in design were related to design ideation and design communication. The comparison between design students and professionals showed that they tend to perceive the major roles of sketching differently, but shared similar opinions on the major roles of talking sketches, sketching expertise and as a practical supporting tool. In addition, an Ideation Segment Model was proposed, which describes the process that sketching ideas evolve into final design outcomes and locates the potential supporting tools in the sketching process. Consequently, a practical supporting tool was developed to enhance understanding of design sketching, to provide external stimuli, and to improve sketching expertise. The supporting tool, entitled the PD-Sketching Primer and PD-Sketching Toolkit, was tested with education and positive feedback was received. This research has contributed towards understanding the roles of sketching in design, e.g. it is the first empirical study of ‘non-working sketches’ in the design field. It has generated new knowledge and tools to support the design sketching process. This supporting tool is one of only a few resources designed to support sketching activity and creative performance in the product design field.Open Acces

Which visualisation tools and why? Evaluating perceptions of student and practicing designers toward Digital Sketching

An ever-increasing array of design visualisation tools are available to designers. As such, design education is constantly challenged to keep up with these trends so that students are best equipped for entering industrial practice. This paper reports a study into the use of digital sketching, a relatively new digital visualisation tool. The study aims to identify thematic differences in how students and practitioners perceive digital sketching. These are given in terms of the tool’s characteristics, and how these characteristics guide its application in early stages of the design process. Data on perceptions is captured using design diaries and semi-structured interviews. Results show key differences in the way that practitioners perceive the intent of visualisation. Practitioners focus on iterating towards a solution during the design process. Students are much more focused on the task of creating visualisations. This reveals an underlying contradiction in the way tools are perceived between creating visualisations to gain expertise or skill, versus creating them to advance the design process. The insights help improve our understanding of how the different characteristics of digital sketching inform its use. We reflect on how we educate students with respect to selecting and using digital sketching. We conclude with implications for education of digital sketching, as well as other emerging digital visualisation tools

Sketched Reality: Sketching Bi-Directional Interactions Between Virtual and Physical Worlds with AR and Actuated Tangible UI

This paper introduces Sketched Reality, an approach that combines AR sketching and actuated tangible user interfaces (TUI) for bidirectional sketching interaction. Bi-directional sketching enables virtual sketches and physical objects to "affect" each other through physical actuation and digital computation. In the existing AR sketching, the relationship between virtual and physical worlds is only one-directional -- while physical interaction can affect virtual sketches, virtual sketches have no return effect on the physical objects or environment. In contrast, bi-directional sketching interaction allows the seamless coupling between sketches and actuated TUIs. In this paper, we employ tabletop-size small robots (Sony Toio) and an iPad-based AR sketching tool to demonstrate the concept. In our system, virtual sketches drawn and simulated on an iPad (e.g., lines, walls, pendulums, and springs) can move, actuate, collide, and constrain physical Toio robots, as if virtual sketches and the physical objects exist in the same space through seamless coupling between AR and robot motion. This paper contributes a set of novel interactions and a design space of bi-directional AR sketching. We demonstrate a series of potential applications, such as tangible physics education, explorable mechanism, tangible gaming for children, and in-situ robot programming via sketching.Comment: UIST 202

A Diagnostic Analysis of Observational Sketching: Examples from the University of Latvia

The importance of freehand sketching is being updated and revised at a time when sketching by hand is, in many cases, being replaced by sketching with digital technologies. In addition, in Latvia, since the reform of the general education curriculum, sketching has been included in the new primary education curriculum, which requires primary school teachers to have experience and understanding of sketching. Freehand sketching is also part of the curriculum for future designers’ education. Researchers at the University of Latvia developed a task, criteria, and a description of the assessment levels (rubric) for sketching from an image to assess the initial preparedness and observational sketching skills of students on design and primary school education teachers’ programmes. The conclusion was that students’ sketching skills could be developed and extended by encouraging the use of different technical approaches and means of expression, as well as by practising the accuracy of observation

Sketchtivity, an Intelligent Tutoring Software: Broadening Applications and Impact

Freehand sketching is an essential skill for engineers. Sketching enables designers to represent ideas rapidly and offload working memory. Sketches in the design process also correlate with positive design outcomes. Teaching sketching to engineers, however, presents many challenges in engineering curriculums. Sketching is most often taught in large entry-level courses where individualized feedback, which is vital to learning sketching, is not possible. Sketchtivity is an intelligent tutoring software designed to aid in the practice and feedback on freehand sketching skills. Sketchtivity teaches the basics of two-point perspective sketching providing lessons, feedback, and tips on how to improve. The goal of this project is to implement Sketchtivity at a broader range of universities, to expand on the software functionality, and to understand more about the implications of improving sketching skill. Sketchtivity is currently being implemented in classrooms at three diverse universities across the United States. Our research has shown that the tablet interface does not negatively impact students’ sketching skill development. We are currently conducting further experiments to better understand how students are learning from the feedback the software provides. Beyond measuring current impact, this project seeks to expand the functionality of Sketchtivity to offer lessons on more complex sketching tasks and more poignant feedback to learners. The main research goal is focused on improving sketching skills. The remaining goals turn outward toward the implications for improved sketching skill for engineers. It is essential to understand how to measure sketching skill effectively, and what role sketching skill plays in engineering design. Sketching skill has been measured in many different ways in many different fields and there seems to be no consensus on measurement strategy or validity. As a part of this project, we are conducting a systematic literature review of sketching evaluation. This literature review aims to compile the different methods of measurement to remove some of the ambiguity around evaluating sketching skill in engineering research and education. There has been much research on the role of sketching in engineering design, but the research around sketching skill has been limited. Essential to improving skill in any task is understanding how confidence in the skill is affected. Engineers’ self-efficacy can enable or limit their application of skills. We are also looking at how sketching skill is related to drawing self-efficacy. Sketching has the largest impact in the early stages of design. The final research goal of this project is to investigate the relationship between sketching and creativity in the early stages of design. Through experiments of idea generation and sketching abilities, we hope to better understand to what degree sketching enables creativity in design. To summarize, this project seeks to improve sketching skill through Sketchtivity. We are accomplishing this through expanding reach at multiple universities and expanding the capabilities of the software. It is also essential to understand the implications of improving sketching skill. This is being investigated through improved evaluation of sketching and investigations of sketching’s relationship to drawing self-efficacy and creativity

Disproportionate over-representation of Indigenous students in New South Wales government special schools

A significant gap exists in the Australian research literature on the disproportionate over-representation of minority groups in special education. The aim of this paper is to make a contribution to the research evidence-base by sketching an outline of the issue as it presents in Australia’s largest education system in the state of New South Wales. Findings from this research show that Indigenous students are equally represented in special schools enrolling students with autism, physical, sensory, and intellectual disabilities, but significantly over-represented in special schools enrolling students under the categories of emotional disturbance, behaviour disorder and juvenile detention. Factors that might influence the disproportionate over-representation of Indigenous children and young people are discussed, and based on these observations, some practical implications for policy and practice are provided

A Paradigm for Promoting Visual Synthesis through Freehand Sketching

Research (Fish, 2004) suggests that everybody should be taught how to freehand sketch and utilise it as a tool for supporting the visualising instinct. A fundamental shift in philosophy of the technology education system in Ireland towards design driven subjects brought with it a need to develop practising teacher’s technological capabilities. This paper is concerned with the exploration and development of freehand sketching as a support tool for visual synthesis and creative discovery during design driven activities. The fundamental hypothesis tested was whether a set of empirically derived activities ranging from observation to imagination, improved the ability of students with novice sketching ability to develop, manipulate and synthesise graphical libraries through the medium of freehand sketching. 124 students of an Initial Technology Teacher Education programme participated in a journey through the activities as part of a third year undergraduate Design and Communication Graphics module. The study was carried out over a four week period, it involved eight hours of classroom based instruction and the sketching ability of all students was measured pre and post-instruction. Results from the study reveal a statistically significant increase in student’s ability to freehand sketch with notable improvement in their fluency and ability to synthesise concepts and geometries. Overall, the novel and original activities have a notable effect on student’s ability to form, manipulate and synthesise visual information and communicate this through freehand sketching. The model presented has potential to be successively implemented by other teachers in a variety of educational settings and student populations