Traces of gestures: The resources of freehand drawing in architectural design teaching

Abstract

Architectural education has been significantly impacted by the growing use of digital tools in recent decades. Computerized design has become a standard practice, and digital processes are widely used and considered essential in the education of new architects. This has raised questions about the relevance of traditional forms of representation, such as freehand drawing, and their place in architectural education. While conventional freehand drawing remains a requirement in some educational programs, the use of traditional analog methods is disappearing from architecture schools. This thesis focuses on the relevance of freehand drawing in architectural design teaching by addressing three research questions. The first question seeks to identify the various ways in which freehand drawing is currently used in design education. The second question aims to explore the reasons behind the continued use of freehand drawing in design education despite the rise of digital tools and technologies. The third question aims to identify new ways in which freehand drawing could be incorporated into architectural design education. The thesis is based on an embedded multi-case design, using qualitative data with supplementary quantitative data. Three schools are used as case studies: the Faculty of Architecture of the University of Porto, the Scuola di Architettura Urbanistica e Ingegneria delle Costruzioni of the Politecnico di Milano, and the Massachusetts Institute of Technology School of Architecture and Planning. Data was collected through naturalistic and participatory observation, individual and group conversations, and document and archival consultation. The collected data was organized into a database and subjected to thematic analysis. The results demonstrate that freehand drawing continues to be used for representation in the three schools and remains relevant. Even students with no formal drawing training use drawing dynamically during the design process. The significance of freehand drawing is especially evident during critiques, where it serves as the primary mode of interaction between instructors and students in these schools. Lastly, three indications are presented for the future of freehand drawing: the consolidation, transition, and training perspectives.